Grading and Ungrading in Democratic Dialogic Classes Situated in a Conventional Higher Education Institution

This article explores the contentious role of grading and ungrading in democratic dialogic education within conventional higher education. It critiques summative assessment for undermining genuine education by prioritizing compliance over inquiry, fostering distrust, and penalizing mistakes vital for educational growth. While institutionally mandated grading persists, the author introduces flexible pedagogical regimes accommodating diverse learner needs, including options for ungrading. These approaches prioritize student autonomy, emphasizing self-education rather than educational paternalism and credentialism. Challenges include cultural resistance, institutional constraints, and "school toxification." Despite obstacles, the author advocates for transformative practices that honor students' rights to self-education and preserve the integrity of democratic pedagogy.