What Educational Psychology Can Teach Us about Providing Feedback to Black Students: A Critique of Asao Inoue’s Antiracist Assessment Practices and an Agenda for Future Research

Abstract

Asao Inoue’s work has dominated antiracist scholarship in writing studies, but is flawed when it comes to the performance of Black students. This essay reviews a large, overlooked body of work on antiracist feedback from educational psychology and suggests ways that this work can inform our own research and practice.