ABSTRACT
This chapter illuminates how social inequities and taken-for-granted values and assumptions shape assessment, making inclusivity an ongoing challenge. Assessment is not only about criteria, methods, or grading systems; it is also about how potential, capability, and belonging are constructed and recognised institutionally, often in ways that work to exclude difference. The chapter draws attention to the temporal and spatial dimensions of exclusive practices and the need to open-up counter-hegemonic time and space for ethical reflexivity to build inclusive capacity. This might be best enabled by moving from communities of practice, in which shared (and often exclusive) values and assumptions are reinforced, to communities of praxis, in which time and space is opened-up for the collaborative and reciprocal reformation of knowledge and knowing in the commitment to inclusion and diversity.
