Investigating Non-engagement with Feedback in Higher Education as a Social Practice

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Quality in feedback processes rests on students’ engagement with them. A crucial question is therefore why students do not always engage. Scholars have defined engagement as a social practice, point- ing to the influence of context but without explaining its nature. The purpose of this article is to argue that existing approaches without a theory of the social cannot fully explain non-engagement and that a practice theoretical approach may fill this gap. It introduces Stephen Kemmis’ practice ontology and demonstrates how a feedback practice can be analysed to explain a weak engagement. The article’s contribu- tion to research in engagement with feedback is a new ontology of practice and its methodological apparatus.
Original languageEnglish
JournalAssessment & Evaluation in Higher Education
Volume44
Issue4
Pages (from-to)623-635
Number of pages13
ISSN0260-2938
DOIs
Publication statusPublished - 2019

    Research areas

  • feedback, engagement with feedback, practice theory, Stephen Kemmis, Theodore Schatzki

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