What Happened When We Stopped Grading?

How can faculty genuinely teach about social justice while modeling injustice with a grading system that often rewards those with privilege who have learned to “play the game” and produce the “desired” output? This is akin to teaching students about opression by oppressing them. In this paper, we share two case studies from our graduate-level [concealed] Education courses where we chose <i>not</i> to grade <i>at all</i> and instead for students to determine their own final grade for the course. We begin by outlining our rationale for not grading. Next, we provide an overview of the courses including a practical overview of <i>how</i> we implement not grading in the courses and with the students. Finally, we share student and faculty reflections on the processes and results of no grading in the course. We conclude with a Q&amp;A that we hope may provoke thought for those playing with the idea in teaching in this way.