A Diffractive Reading of Dialogical Feedback through the Political Ethics of Care

Autor/inn/en	Bozalek, Vivienne; Mitchell, Veronica; Dison, Arona; Alperstein, Melanie
Titel	A Diffractive Reading of Dialogical Feedback through the Political Ethics of Care
Quelle	In: Teaching in Higher Education, 21 (2016) 7, S.825-838 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2016.1183612
Schlagwörter	Feedback (Response); Ethics; Politics; Higher Education; Technology Uses in Education; Reading Skills; Reading Strategies; Case Studies; Foreign Countries; South Africa (Cape Town) + Suchen Sie Ihr Suchwort? Ethik; Politik; Hochschulbildung; Hochschulsystem; Hochschulwesen; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Reading skill; Lesefertigkeit; Reading strategy; Leselernstufe; Lesetechnik; Case study; Fallstudie; Case Study; Ausland
Abstract	With regard to improving higher education feedback practices, there is an increasing interest in using the efficacy of dialogue rather than the more traditional unidirectional approaches. We build on this impetus by considering how the ethics of care can be used to analyse the dialogical aspects of feedback. By diffractively reading insights of Boud and Molloy [2013a. "What is the Problem with Feedback?" In Feedback in Higher and Professional Education: Understanding it and Doing it Well, edited by D. Boud, and E. Molloy, 1-10. London: Routledge; Boud, D., and E. Molloy. 2013b. "Rethinking Models of Feedback for Learning: The Challenge of Design." "Assessment & Evaluation in Higher Education" 38 (6): 698-712] on dialogic feedback through the moral elements of care ethics, this paper proposes a novel way of discerning the extent to which the dialogical giving and receiving of feedback contributes to learning. To illustrate this, we draw on experiences from an Emerging Technologies professional development course for higher educators. We examine our own dialogical interactions of giving and receiving feedback using the moral elements of care ethics--attentiveness, responsibility, competence, responsiveness and trust, to provide a concrete example of how the ethics of care can be used productively for evaluating feedback practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01