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“The most seen I have ever felt”: Labour-Based Grading as a pedagogical practice of care:

Jordan Anderson Orcid Logo

Critical Studies in Teaching and Learning, Volume: 10, Issue: SI

Swansea University Author: Jordan Anderson Orcid Logo

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DOI (Published version): 10.14426/cristal.v10isi.1799

Abstract

This paper discusses experiments with Labour-Based Grading (LBG) in undergraduate anthropology courses at Te Herenga Waka—Victoria University of Wellington. Since before the COVID-19 pandemic, we have been aware that our teaching was not serving students, especially those from different class backgr...

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Published in: Critical Studies in Teaching and Learning
ISSN: 2310-7103
Published: University of the Western Cape Library Service 2023
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URI: https://cronfa.swan.ac.uk/Record/cronfa71586
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spelling 2026-04-13T15:05:10.0591985 v2 71586 2026-03-09 “The most seen I have ever felt”: Labour-Based Grading as a pedagogical practice of care: f4b26ffc754c90e16f701e7e55972582 0000-0003-1040-1951 Jordan Anderson Jordan Anderson true false 2026-03-09 SOSS This paper discusses experiments with Labour-Based Grading (LBG) in undergraduate anthropology courses at Te Herenga Waka—Victoria University of Wellington. Since before the COVID-19 pandemic, we have been aware that our teaching was not serving students, especially those from different class backgrounds and historically marginalized communities, and those with learning disabilities or mental health issues. The challenges these students face are compounded by a secondary school education that does not adequately prepare them for university, leaving many feeling uncared for in the classroom. In response, we developed pedagogical practices of care using LBG. We discuss LBG as an assessment method that determines students’ grades based on the time and effort they spend on an assignment, instead of more conventional subjective criteria. We reflect on staff and student experiences with LBG to offer it as a model for a future of learning that actualizes care in the classroom. Journal Article Critical Studies in Teaching and Learning 10 SI University of the Western Cape Library Service 2310-7103 assessment; cultural anthropology; higher education; labour-based grading; pedagogy of care 8 12 2023 2023-12-08 10.14426/cristal.v10isi.1799 COLLEGE NANME Social Sciences School COLLEGE CODE SOSS Swansea University 2026-04-13T15:05:10.0591985 2026-03-09T09:22:35.0067333 Faculty of Humanities and Social Sciences School of Social Sciences - Criminology, Sociology and Social Policy Jordan Anderson 0000-0003-1040-1951 1 71586__36498__76b1dc695e6f41bf9cc08f5c82d59b56.pdf 71586.VoR.pdf 2026-04-13T14:43:35.7121510 Output 196119 application/pdf Version of Record true This publication is covered by a Creative Commons Attribution 4.0 International license. true eng https://creativecommons.org/licenses/by/4.0/
title “The most seen I have ever felt”: Labour-Based Grading as a pedagogical practice of care:
spellingShingle “The most seen I have ever felt”: Labour-Based Grading as a pedagogical practice of care:
Jordan Anderson
title_short “The most seen I have ever felt”: Labour-Based Grading as a pedagogical practice of care:
title_full “The most seen I have ever felt”: Labour-Based Grading as a pedagogical practice of care:
title_fullStr “The most seen I have ever felt”: Labour-Based Grading as a pedagogical practice of care:
title_full_unstemmed “The most seen I have ever felt”: Labour-Based Grading as a pedagogical practice of care:
title_sort “The most seen I have ever felt”: Labour-Based Grading as a pedagogical practice of care:
author_id_str_mv f4b26ffc754c90e16f701e7e55972582
author_id_fullname_str_mv f4b26ffc754c90e16f701e7e55972582_***_Jordan Anderson
author Jordan Anderson
author2 Jordan Anderson
format Journal article
container_title Critical Studies in Teaching and Learning
container_volume 10
container_issue SI
publishDate 2023
institution Swansea University
issn 2310-7103
doi_str_mv 10.14426/cristal.v10isi.1799
publisher University of the Western Cape Library Service
college_str Faculty of Humanities and Social Sciences
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description This paper discusses experiments with Labour-Based Grading (LBG) in undergraduate anthropology courses at Te Herenga Waka—Victoria University of Wellington. Since before the COVID-19 pandemic, we have been aware that our teaching was not serving students, especially those from different class backgrounds and historically marginalized communities, and those with learning disabilities or mental health issues. The challenges these students face are compounded by a secondary school education that does not adequately prepare them for university, leaving many feeling uncared for in the classroom. In response, we developed pedagogical practices of care using LBG. We discuss LBG as an assessment method that determines students’ grades based on the time and effort they spend on an assignment, instead of more conventional subjective criteria. We reflect on staff and student experiences with LBG to offer it as a model for a future of learning that actualizes care in the classroom.
published_date 2023-12-08T05:47:26Z
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score 11.428941

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