How conceptualising respect can inform feedback pedagogies

Abstract

Respect plays a crucial role in maintaining feedback interactions and sustaining student engagement with feedback. However, previous feedback literature has only mentioned respect in anecdotal accounts, and as a uni-dimensional notion. Drawing upon the philosophical distinctions among kinds of respect, this conceptual paper argues that respect is multi-faceted and constitutes an important aspect of student feedback literacy. We identify evaluative, directive and care respect as three essential kinds of respect in the co-constructive process of feedback. Institutional and obstacle respect also influence learners’ knowing, being and acting in feedback interactions. The feeling of disrespect arises when there are tensions over respect-related perceptions and practices between people with different roles. As educators, we can promote respect in feedback through facilitating dialogues in the co-constructive process, minimising cues of disrespect resulting from tensions around learners’ interpretation, expectation or embodiment of respect, and nurturing a safe space to reflect on and practice respect.

Keywords:

• Respect
• feedback
• feedback literacy
• peer learning

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This work was supported by the National Social Science Fund of China under Grant 17CYY022.

Notes on contributors

Jiming Zhou

Jiming Zhou is a lecturer at Fudan University, China. Her research interests include assessment and learning, educational innovation, and students’ school-university transition.

Phillip Dawson

Phillip Dawson is an Associate Professor and the Associate Director of Deakin University’s Centre for Research in Assessment and Digital Learning (CRADLE). His current research interests include digital threats to academic integrity, academics’ assessment design thinking, and feedback and learning analytics.

Joanna Hong-Meng Tai

Joanna Hong-Meng Tai is a Senior Research Fellow at the Centre for Research in Assessment and Digital Learning (CRADLE) at Deakin University. Her research interests include student perspectives on learning and assessment, peer-assisted learning, feedback and assessment literacy, developing capacity for evaluative judgement, and research synthesis.

Margaret Bearman

Margaret Bearman is a Professor (Research) within the Centre for Research in Assessment and Digital Learning (CRADLE), Deakin University. Her research interests include assessment design, work-based feedback, simulation and digital technologies, sociomateriality, and educational workforce development.