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.

摘要

来自实践的新兴研究和例子支持反馈素养作为社会物质能力的想法。这种概念突出了文学的语境和社会方面，但忽略了其文化方面。在高等教育的现实中，学生群体越来越国际化，尤其是在研究生阶段。过渡到新系统的国际研究生很可能在他们以前的机构文化中发展了多样化的“素养”。本研究使用叙事探究，收集了 10 名国际研究生授课学生在英国机构过渡到研究生教育之前和之后的评估和反馈经验的深入故事。该研究说明了学生识别、处理和利用反馈的方式。叙述和主题分析的结合表明，文化和背景塑造的历史对学生的反馈素养有明显的影响。如此多样化的素养并不反映英国的反馈素养“规范”，并且最初并不支持学生在新环境中有效利用反馈。这些研究结果强调，将我们对反馈素养的概念化从普遍性转变为针对特定背景和文化的概念是必要的，正如在跨文化反馈素养的发展中嵌入多样性和跨文化互动一​​样。如此多样化的素养并不反映英国的反馈素养“规范”，并且最初并不支持学生在新环境中有效利用反馈。这些研究结果强调，将我们对反馈素养的概念化从普遍性转变为针对特定背景和文化的概念是必要的，正如在跨文化反馈素养的发展中嵌入多样性和跨文化互动一​​样。如此多样化的素养并不反映英国的反馈素养“规范”，并且最初并不支持学生在新环境中有效利用反馈。这些研究结果强调，将我们对反馈素养的概念化从普遍性转变为针对特定背景和文化的概念是必要的，正如在跨文化反馈素养的发展中嵌入多样性和跨文化互动一​​样。