Abstract
In this response to Kalenic-Craig’s (2017) article, “The Rights of the Learner: A Framework For Promoting Equity through Dynamic Formative Assessment,” I consider what implications the RotL framework has for the work that teachers and students must do in learning environments where these rights flourish. The RoTL emphasizes student sensemaking and communication in the classroom. Given the realities of classrooms as racialized, gendered, and classed spaces, this emphasis on communication demands critical consciousness for both teachers and students.
Response to Article
Crystal A. Kalinec-Craig, The Rights of the Learner: A Framework for Promoting Equity through Formative Assessment in Mathematics Education
Recommended Citation
Kazemi, E.
(2018).
The Demands of the Rights of the Learner.
Democracy and Education,
26
(2), Article 6.
Available at:
https://democracyeducationjournal.org/home/vol26/iss2/6