Embedding student feedback in deep pedagogic reflection: the potentials of drawing and Deleuzian analysis

Article


Sakr, M. and Burghardt, V. 2022. Embedding student feedback in deep pedagogic reflection: the potentials of drawing and Deleuzian analysis. Teaching in Higher Education. 27 (3), pp. 281-296. https://doi.org/10.1080/13562517.2020.1716712
TypeArticle
TitleEmbedding student feedback in deep pedagogic reflection: the potentials of drawing and Deleuzian analysis
AuthorsSakr, M. and Burghardt, V.
Abstract

Student evaluation practices often fall into repetitive patterns of ‘rate the teacher’ and ‘blame the student’. In this paper, we think with the Deleuzian conceptualisations of becoming and affect in order to move beyond these limitations. We experiment with drawing as a way to gather student feedback that opens up dialogue, applying rhizomatic mapping to prompt deeper pedagogic reflection. We explored 31 drawings created by 3rd year undergraduate students of education. In this paper, we present three worked examples of visual and verbal rhizomatic mapping, along with written pedagogic reflections. We suggest that this process enabled us to enter into deeper pedagogic reflections via a generative questioning space in which the whole beings of the students were brought to the fore, including the embodied student experience.

Research GroupCentre for Education Research and Scholarship (CERS)
LanguageEnglish
PublisherTaylor & Francis (Routledge)
JournalTeaching in Higher Education
ISSN1356-2517
Electronic1470-1294
Publication dates
Online05 Feb 2020
Print03 Apr 2022
Publication process dates
Deposited12 Feb 2020
Submitted11 Mar 2019
Accepted12 Jan 2020
Output statusPublished
Accepted author manuscript
Copyright Statement

This is an Accepted Manuscript of an article published by Taylor & Francis in Teaching in Higher Education on 05/02/2020, available online: http://www.tandfonline.com/10.1080/13562517.2020.1716712

Digital Object Identifier (DOI)https://doi.org/10.1080/13562517.2020.1716712
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