Journal of Social Equity and Public Administration

Ungrading: Socially Just Assessment Practices for the PA Classroom

Jeannine M. Love

Roosevelt University

https://orcid.org/0000-0001-8610-3657

Jamie Levine Daniel

Wagner School of Public Service, New York University

https://orcid.org/0000-0003-4009-0437

DOI: https://doi.org/10.24926/jsepa.v3i1.5891

Keywords: ungrading, power, social justice, assessment, pedagogy

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Abstract

Advancing social justice through public service requires administrators to cultivate particular capacities. To meet this need, public affairs programs and instructors are developing curricula that: incorporate content regarding systemic inequities; examine sociohistorical contexts in which such inequities are created and perpetuated; and, illuminate power dynamics embedded within these systems by utilizing concepts grounded in critical theory. However, engaging in social justice work requires administrators to not only assess existing power relations but also actively transform them. Thus, public administration curricula must also incorporate capacity building for participatory democracy. Students need opportunities to experience transformative processes with supportive guidance. This article examines ungrading as one tool instructors can employ to actively shift power dynamics, model participatory public engagement for future practice, and enhance deeper and more equitable student learning in the process.

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Author Biographies

Jeannine M. Love, Roosevelt University

Jeannine M. Love (she/her) is a Professor of Public Administration and Director of the Political Science and Social Justice Studies programs at Roosevelt University in Chicago. Her research focuses on integrative processes that foster racial, social, and economic justice through radical democracy—in governance, social movements, organizations, and the classroom.

Jamie Levine Daniel, Wagner School of Public Service, New York University

Jamie Levine Daniel (she/her) is an Associate Professor at the Robert F. Wagner Graduate School of Public Service at New York University. Her research interests focus on nonprofit resource acquisition and service delivery within a context of power, policy, process, and practice.

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