Embedding student feedback in deep pedagogic reflection: the potentials of drawing and Deleuzian analysis
Sakr, Mona 
ORCID: https://orcid.org/0000-0003-3057-2758 and Burghardt, Vicky
(2022)
Embedding student feedback in deep pedagogic reflection: the potentials of drawing and Deleuzian analysis.
Teaching in Higher Education, 27
(3)
.
pp. 281-296.
ISSN 1356-2517
[Article]
(doi:10.1080/13562517.2020.1716712)
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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.
| Item Type: | Article |
|---|---|
| Research Areas: | A. > Centre for Education Research and Scholarship (CERS) |
| Item ID: | 29060 |
| Notes on copyright: | 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 |
| Useful Links: | |
| Depositing User: | Mona Sakr |
| Date Deposited: | 12 Feb 2020 08:34 |
| Last Modified: | 29 Nov 2022 17:32 |
| URI: | https://eprints.mdx.ac.uk/id/eprint/29060 |
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