Keynote Karen Gravett - Festival Leren van toetsen 2024

Relational feedback encounters in higher education
Research on feedback and on feedback literacies is currently flourishing in higher education studies, as scholars seek to address the durable and dissatisfying dilemmas that feedback processes represent. To date, however, higher education scholarship has been dominated by cognitive and humanist conceptions, with the focus primarily placed upon how teachers and students might become more feedback literate. In this seminar, I explore what it might mean to understand feedback literacies as unbounded, relational encounters: emergent and affective moments that happen as people and things come together. I engage theoretical approaches, for example posthumanism, affect theory and sociomaterial concepts, to think about relational pedagogies: relationships and relational connections in learning and teaching in higher education. I explore how thinking with theory offers us different starting points for understanding feedback practices in higher education that positions the teacher or student as entangled within a web of relations, that includes nonhuman others, spaces and things. I suggest that thinking in new ways about relationality and connection enables us to ask different questions about feedback and engagement, and to notice our students, institutions and practices anew. The seminar will draw upon my recent research into feedback, teaching and learning practices, as well as my own current practice. It will also draw upon and examine the richness of research in education done in partnership with students. Given that research helps to construct the ways in which we see the world, and the ways in which we think about students and their engagement, I will suggest that critical approaches to thinking about learning and literacy practices are essential if we are to understand a diversity of students’ experiences, and to support students effectively.
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Opnames en bewerking: Flowburo