Instead of looking for another tool besides Turnitin for plagiarism, agency asks us to intervene upon the assumptions, acceptances, and adaptations that surround the agreement we generally hold that plagiarism is both unquestionably a problem and inevitable in every student population. Also, that we are helpless to its cresting wave.
And to look that deeply at our assumptions requires a willingness to believe in monsters washed up on the Chilean shore. We must not only want to see the world as it could be, to be intrigued by its possibilities, but we must be able to see it as it could be otherwise.
More concretely, I don’t think about rubrics, for example, as they relate to teaching, I think about them as they do or do not make a difference in the world, or do or do not support students in making a difference in their world. If I’m asked why I don’t like rubrics, I might answer that rubrics not only provide a false promise of equity and fairness, but they also pinion the relationship between a student and their teacher, and a student and their learning.
But the real trouble with rubrics is that rubrics are a red herring, a symptom but not the underlying problem. Aspirin for our headache. As a way to navigate the system and process of education we’ve adopted culturally, rubrics can be useful. But they placate us into thinking that the model of learning and teaching we enact is: first, successful, and second, the only model.