A diffractive reading of dialogical feedback through the political ethics of care

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.

Developing Scholarship of Teaching and Learning through a Community of Enquiry

“…Using Google Drive both in the course and in subsequent work facilitated writing together and dialogic interaction on our writing. There was a parallel process of participants becoming comfortable with giving and receiving feedback on Google Docs and developing relationships of trust as well as critical engagement as described in our paper (Bozalek et al, 2016). Christie et al (2007) argue that an educational CoE is likely to benefit from incorporating a wide range of perspectives.…”

“…Our research is guided by a scholarly approach involving reflective practice conducted by researchers who are directly involved in the research setting, referred to as 'insider research' in higher education (Trowler, 2012;Robson, 2002). In a previous paper (Bozalek et al, 2016), we examined our experiences on the ET course through a political ethics of care framework (Tronto, 1993). In this paper we use a framework of factors considered significant when attempting to build a CoE (Christie et al, 2007;Cassidy et al, 2008).…”

“…Improving our expertise in giving feedback was an additional purpose of the CoE and was invaluable for our practice as educators and facilitators. Our previous collaborative paper (Bozalek et al, 2016) explored how our writing together and apart produced new knowledge through dialogue and scholarship, provoking and generating new perspectives that questioned our underlying assumptions.…”

“…At the end of the short course, we began a process of reflecting and writing together about our experience on the ET course and took up opportunities to present at local and international conferences on educational development. Subsequently we continued working together as a collaborative group (Bozalek, Mitchell, Dison & Alperstein, 2016). Despite many challenges in writing collaboratively over an extended period of time, we persevered, sensing a shifting and enriching influence from working as a CoE.…”

Incubating a slow pedagogy in professional academic development: An ethics of care perspective

“…Joan Tronto's political ethics of care (1993,2013) is gaining attention in the development of higher education professional development practices (Bozalek et al 2014;Bozalek et al 2016;Zembylas, Bozalek and Shefer 2014). Bozalek et al (2014) also found that the ethics of care provided a meaningful framework through which participants in a HEI professional development programme could evaluate their practice.…”