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Cross-disciplinary, collaborative and student-led: developing a change process for diversifying reading lists
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University students’ perceptions towards using exemplars dialogically to develop evaluative judgement. The case of a high-stakes language test
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Whose shoulders is health research standing on? Determining the key actors and contents of the prevailing biomedical research agenda
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Developing the relational in teacher feedback literacy: exploring feedback talk
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A student's guide to decolonising linguistics: Enabling teaching staff to empower students
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Feedback cultures, histories and literacies: international postgraduate students’ experiences
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Abstract:
Emerging research and examples from practice support the idea of feedback literacies as socio-material competencies. Such a conception highlights the contextual and social aspect of literacies but neglects their cultural aspect. Reality in higher education sees an increasingly international student body, particularly at postgraduate levels. International postgraduate students transitioning to new systems are likely to have developed diverse ‘literacies’ within their previous institutional cultures. Using narrative inquiry, this study collected in-depth stories of the assessment and feedback experiences of 10 international postgraduate taught students before and after transitioning to postgraduate education at a UK institution. The study gives accounts of the ways in which the students recognised, processed and utilised feedback. A combination of narrative and thematic analysis indicated a clear influence of culture- and context-shaped histories upon students’ feedback literacies. Such diverse literacies do not mirror the UK ‘norm’ for feedback literacy and do not initially support students in making effective use of feedback in the new environment. These findings highlight that shifting our conceptualisation of feedback literacies from universal to context- and culture-specific is necessary, as is embedding diversity and intercultural interactions within the development of intercultural feedback literacies.
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Keyword:
LB2300 Higher Education
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URL: https://doi.org/10.1080/02602938.2021.1916431 https://kar.kent.ac.uk/88115/1/Feedback%20cultures%20histories%20and%20literacies_Final%20Accepted.docx https://kar.kent.ac.uk/88115/ https://kar.kent.ac.uk/88115/3/Feedback%20cultures%20histories%20and%20literacies_Final%20Accepted.pdf
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Exploring intercultural dialogic interactions between individuals with diverse feedback literacies
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Signature assessment and feedback practices in the disciplines
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Special Issue: Signature Assessment and Feedback Practices in the Disciplines
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Signature Feedback Practices in the Creative Arts: Integrating Feedback Within the Curriculum
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Medical student assessments-frequency of radiological images used : a national study
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Humans, higher education and technology - a corpus-assisted discourse and genealogical analysis of the idea of a university
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A ‘mirror-image’ investigation: foreign language learners’ acculturation experiences in Chinese and British Study Abroad Programmes
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The impact of living at home on progression and performance in U.K. higher education’s ethnic minorities: a focus on British Pakistani students.
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Students from Black and Asian minority ethnic backgrounds’ experiences of higher education: a pilot study
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Preparing university students for the moral responsibility of early years education
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An investigation of EAP teachers’ views and experiences of e-learning technology
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Facilitation of information literacy through a multilingual MOOC considering cultural aspects
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Barriers to academic help-seeking: the relationship with gender-typed attitudes
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