Contact

To request a consultation, workshop, or speaking engagement, you may email me through my faculty page, or private message me on any of these platforms: 
Asao B. Inoue has done numerous keynotes, talks, consultations, and workshops on the following topics: 
  • antiracist writing assessment in classrooms
  • White language supremacy
  • grading and grading alternatives
  • writing assessment 
  • literacy and standards 
  • labor-based grading contracts for writing classrooms
  • program assessment 
Some past keynote talks: 
  • “What Does It Mean to Advance Equity, Access, and Justice for All in White Supremacist Systems.” The 41st Annual Spring Conference on the Teaching of Writing, “Equity, Access, and Justice for All: Advancing Inclusive Pedagogies in the Composition Classroom,” Old Dominion University, Norfolk, VA
  • “How Can A University Be Anti-White Supremacist?” Humboldt State University, Arcata, CA
  • "Thinking Through Standards and Other White Supremacist Practices in College."  Indiana University, Bloomington, IN
  • "The Responsibilities of Being Lucky." Convocation of the College of Integrative Sciences and Arts, Arizona State University, Tempe, AZ 
  • “Freeing Our Minds and Innovating Our Writing Standards from White Language Supremacy.” Ball State University, Muncie, IN
  • “Moving Beyond Standards of English and Literacy in the Socially Just College.” Adams State University, Alamosa, CO
  • “Can Our Language Practices Contribute to White supremacy in Our Classrooms?” Fordham University, Manhattan, NY 
  • “Finding the Courage to Move Beyond Standards In Order to Build Equity and Inclusion in the Innovative College.” Southwestern College, Chula Vista, CA
  • “Rethinking How To Grade Diverse College Students: Using Labor To Grade.” 15th Annual Teaching and Learning Symposium. University of Washington, Seattle, WA
  • “How Do We Language So People Stop Killing Each Other, Or What Do We Do About White Language Supremacy?” 2019 CCCC Annual Convention, Pittsburgh, PA 
  • “The Language Standards That Kill Our Students: Grading Ain’t Just Grading.” American University, Washington, D.C. 
  • “Changing The Rules of The Grading Game, or How Can We Assess so That People Stop Killing Each Other?” Western Oregon University, Monmouth, OR
  • “Changing The Rules of The Grading Game, or How Can we Assess so That People Stop Killing Each Other?” Conference on Acceleration in Developmental Education (CADE), Washington, D.C.
  • “Racism in Writing Instruction and Assessment.” Tacoma Community College, Tacoma, WA 
  • “Problematizing the Writing Classroom: White Supremacy in Judgement.” Bowling Green State University, Bowling Green, OH
  • “Why do we need to be aware of race and racism in the teaching of writing and how might/should this awareness inform our teaching?” Video. Greater Madison Writing Project. University of Wisconsin, Madison, Madison, WI 
  • “Exploring Habits of Whiteness in Writing Center Practices.” Brown University, Providence, RI
  • “How Do We Do Inclusion in College Classroom Assessments?” Two-Year College English Association – West. Glendale Community College, Glendale, AZ
  • “Designing Fair Assessment  and Grading Ecologies in University Classrooms.” SEED lecture and workshop. University of Washington Tacoma. Tacoma, WA
  • “Why Do We Assess Students’ Writing in the First Place.” Faculty Fellows Program, UW Seattle Center for Teaching and Learning, University of Washington. Seattle, WA
  • “Considering White Supremacy through Antiracist Practices for the Writing Classroom.” San Jose, CA
  • “How Can We Confront Our Own White Supremacy in the Judgments of Writing?” Core to College Conference. Tacoma, WA
Some past workshops: 
  • “Using Labor-Based Contracts as Antiracist Grading Practice in the Equitable and Inclusive Classroom.” Foothill College, Los Altos Hills, CA
  • “Equitable and Accessible Antiracist Writing Assessment.” The 41st Annual Spring Conference on the Teaching of Writing, “Equity, Access, and Justice for All: Advancing Inclusive Pedagogies in the Composition Classroom,” Old Dominion University, Norfolk, VA
  • "Reconsidering Rubrics and Writing Expectations in Inclusive Writing Assignments." Humboldt State University, Arcata, CA
  • "Equitable and Inclusive Assessment Practices for Diverse Writing Intensive Classrooms." Pima Community College, Tucson, AZ
  • "Exploring More Inclusive and Antiracist Writing Assessments for Writing Intensive Classrooms." Indiana University, Bloomington, IN
  • “Labor-Based Grading Contracts as Antiracist Classroom Assessment.”  Humboldt State University, Arcata, CA 
  • “Problematizing White Language Supremacy in Our Standards for College Writing.” Onondaga Community College, Syracuse, NY
  • “Equitable and Inclusive Grading Practices for Diverse Writing Intensive Classroom.” Adams State University, Alamosa, CO
  • “Labor-Based Grading Contracts as Socially Just Classroom Grading.” Provost Office. Fordham University, Manhattan, NY
  • “Equitable Grading and Inclusive Standards in Classrooms with Writing.” Southwestern College, Chula Vista, CA
  • "Making Our Writing Assignments Work Toward Antiracist Ends." Faculty of Color Mentoring Program, Tacoma Community College, Tacoma, WA
  • “How Can We Do Antiracist Work in Our Writing Centers.” Texas A&M-San Antonio, San Antonio, TX
  • "Engaging in Antiracist Writing Assessments in Writing Intensive Classrooms." Texas A&M-San Antonio, San Antonio, TX
  • "Designing Antiracist Writing Assessments for Writing Intensive Classrooms." Title V Program, San Diego City College, San Diego, CA
  • "Crafting Equitable and Antiracist Writing Classrooms" (full day). Sponsored by a Title III grant with Whatcom Community College, Bellingham Technical College, Skagit Valley Community College, Everett Community College, and Northwest Indian College. Whatcom Community College, Bellingham, WA
  • “Creating Antiracist Writing Assessment Ecologies in Writing Courses”; “Rethinking Standards of Writing in Writing Intensive Course Rubrics”; and “Problem-Posing the Nature of Judgement in Writing Intensive Courses.” American University, Washington, D.C. 
  • "Problematizing White Language Supremacy in Our Standards for College Writing." University of North Georgia, Dahlonega, GA
  • “Antiracist Writing Assessment Practices for Writing Intensive Courses.” Western Oregon University, Monmouth, OR

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