An epistemic justice account of students’ experiences of feedback
- Authors: Vilakazi, Bella Phetheni
- Date: 2022-04-08
- Subjects: Feedback (Psychology) , Experience , Narrative inquiry (Research method) , Critical thinking , Caring Moral and ethical aspects , Epistemic access
- Language: English
- Type: Doctoral thesis , text
- Identifier: http://hdl.handle.net/10962/232599 , vital:50006 , DOI 10.21504/10962/232599
- Description: I am a storyteller. I believe in the power of stories to share experiences and to elucidate thoughts and ideas and to help us to make sense of complex social practices. This thesis includes the stories of five young women who were learning to become teachers. As they shared their stories with me, I share them with you. This study includes their stories of receiving feedback. These stories are structured within the Narrative Inquiry dimensions of temporality, place and context. These dimensions suggest that stories are historical and move through time, stories are shaped by place and the context in which they unfold (Clandinin, 2013). Furthermore, these stories demonstrate how feedback can serve to give access to powerful knowledge and can serve to recognise who our students are and what they bring to the academy (Hordern, 2018). But feedback can also serve to misrecognise. Much has been written and reported about the barriers preventing students from acting on the feedback on their assignment tasks in higher education. In this study, I argue that feedback is a pedagogic practice that can support students to gain epistemic access. Feedback can only achieve this if it makes the expectations explicit for students to make sense of and make meaning for themselves and if it is offered in a dialogical format which recognises the students, their attempts, their identities, and their knowledge. The research question of this study, ‘How do experiences of forms of feedback affect female undergraduate student teachers’ chances of epistemic access?’, is not unusual. There have been many research projects that have been carried out that examine students’ experiences of feedback (for example, Evans, 2013; Basey, Maines, & Francis, 2014; Nicol et al.; 2014; Carless, 2019; Winstone et al., 2021). But I identified a gap where feedback has not, to my knowledge, been studied directly through the lenses of Epistemic Justice towards Parity of Participation. This study interpreted five undergraduate student teachers’ feedback experiences through these lenses. Narrative inquiry enabled me to design this study in ways that foregrounded experience. Data was collected through multiple conversations during which I organised the participants’ life stories of feedback within the dimensions of temporality, place and context, and sociality. Miranda Fricker’s (2007) theory of Epistemic Justice and Fraser’s norm of Parity of Participation (2000) framed this study. I engaged with Fricker and Fraser’s literature meaningfully as a reader and researcher. I established an understanding of how the lenses offered by Fraser and Fricker allowed me to make sense of the literature more generally, in social life and on the pedagogic practice of feedback. Fricker’s theory of Epistemic Justice considers the epistemically unjust, gendered, raced and classed, experiences of epistemic agents. Fricker (2007) draws on two central concepts to account for epistemic injustices: Testimonial Injustice and Hermeneutical Injustice. Fricker (2007; 2003) explains that testimonial injustice occurs within a testimonial exchange setting, when an epistemic agent as a speaker gives testimony of the epistemic agent’s experiences and knowledge but is not awarded the credibility the speaker deserves (Fricker, 2003). Epistemic agents who participate in a testimonial exchange need to overcome bias and prejudice in order to evaluate testimonies with the degree of fairness the testimony deserves (Fricker, 2013; 2016). Hermeneutical injustice occurs when an epistemic agent is unable to make sense and make meaning of their social experiences. Hermeneutical injustice strengthens when the epistemic agent is prevented from gaining access to resources that might help with sense making and meaning making of these social experiences (Dielman, 2012; Fricker, 2016). To ensure that meaning can be made between people and groups of people, there needs to be some shared understandings of the purpose and process of sense making and meaning-making – or a willingness to co-create such shared understandings. Fraser’s norm of Participatory Parity enabled a consideration of the larger world of political and economic systems that give rise to social injustice. In this study, the theories of Fricker and Fraser are used to illuminate experiences of feedback of the five undergraduate student teachers who are the participants in this study and how these translate to epistemic and social injustice. The norm of Participatory Parity is considered where feedback allowed or restricted participants from participating on an equal footing in the feedback process. Narrative inquiry, a research methodology that is used to study experiences, was used to inform research strategies of this study. Participants’ experiences, data collection and organising the narratives demonstrated the dimensions of temporality and space. The thesis includes biographical vignettes for each of the participants in the study, interspersed with data from across all five participants. The key findings of this study show that feedback generally operates at the surface levels of grammar correction. In light of the theoretical lenses of this study, I argue that the feedback experiences they shared generally did not recognise their attempts and the identities and knowledges they brought to the tasks. Because the focus was on superficial correction of the specific task, the feedback failed to create conditions for the (re)distribution of knowledge. At times the feedback exerted power on participants. Because the feedback was generally in the form of one directional correction (with little space for interaction with the feedback or dialogue with the assessor), this caused status subordination of participants in the epistemic spaces of teaching practice. Lastly, the lack of clarity of feedback was harmful to the potential for dialogical feedback. Such feedback caused participants to experience forms of epistemic injustice in the form of hermeneutical injustice where it failed to create conditions for the distribution of knowledge. Feedback also caused participants to experience testimonial injustice where it failed to create conditions for recognising participants’ processes of sense-making and meaning-making in the various assignment tasks. Participatory Parity could not occur because the processes of recognition and redistribution were constrained. Feedback then created fertile conditions of epistemic injustice to occur, and participants were likely to have failed to gain the much needed epistemic access. This study is not the story of bad, uncaring academics; the study acknowledges the context of large classes and heavy workloads in which feedback is or is not given. Rather, this is the story of five women trying to make their way through the university and out into the world as teachers. The study calls for better theorising of feedback and more support for both academics and students to develop feedback literacy so that feedback might serve as a dialogical pedagogic practice that enables epistemic justice. , Thesis (PhD) -- Faculty of Education, Centre for Higher Education Research, Teaching and Learning, 2022
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- Date Issued: 2022-04-08
Formulation and optimization of lamotrigine liquid loaded self-microemulsifying emulsion
- Authors: Mano, Tanaka
- Date: 2021-10-29
- Subjects: Uncatalogued
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/192430 , vital:45225
- Description: Thesis (MSc (Pharm)) -- Faculty of Pharmacy, Pharmacy, 2021
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- Date Issued: 2021-10-29
Translating subjugated narratives in post- colonial city texts: The design of a memorial literary resource Centre near Sophiatown, Johannesburg
- Authors: Mazibuko, Nibonge
- Date: 2020-09
- Subjects: Postcolonialism -- Sophia town -- Johannesburg , Apartheid and architecture
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10948/59072 , vital:60261
- Description: The reality of a singular narrative is that it at its core it is exclusionary. A singular narrative is undemocratic as it asserts for dominance rather than forbearance. Through the key writings of theorists Henri Lefebvre and Edward Soja the built environment can be seen as a communicative text expressing the higher-level concerns and ideologies of that particular society. In the context of contemporary post-apartheid South African the cities previously entrenched colonial ideologies and systems continue to dominate and to exclude other narratives and expressions, particularly those of previously marginalised voices, from the greater expression of the democratic city text promoting a singular widely accepted narrative. This disparity has been a concern for many architects and built environment professionals who have had to grapple with the question of what is a democratic, authentic and cosmopolitan African identity within the registers of public architecture. The realities are that to ignore this question would be to allow the continual silencing and perpetuation of injustice against those who are marginalised by the residual effects of the apartheid regime. This exclusion from participation within the development of urban environments is dealt with in this treatise from the perspective of physical expression and representation in the exploration of elevating various narratives, stories, typologies for example within the same city text to reflect a more cosmopolitan, democratic narrative. Another area the treatise deals with is the spatial dimension in challenging local level colonial entrenchments of spatial injustice that continue to work to the disadvantage of the urban poor through an understanding of how these are distilled from higher levels. The Sophiatown/Westbury precinct in the western areas of Johannesburg is seen as one such area which continues to suffer from firstly the residual effects of apartheid segregationist planning as well as an embedded physically un-commemorated history which was erased from the physical realm of the city text through demolition during the apartheid regime and replaced with a newbuilt fabric and a new community of people as a stratospheric layer covering what used to be a vibrant, multicultural and hence highly anti-apartheid precinct. The treatise deals with the challenging and un-layering of this entrenched spatial injustice which is a concept defined and qualified in the writing of theorists Henri Lefebvre and Edward Soja. Ideas and themes expressed by Johnathan Alfred Noble on discovering and expressing cosmopolitan identities and narratives within the South African city text are explored to formulate a non-conclusive modus operandi in the scope expressing suppressed and embedded narratives and liberating them into the story and fabric of the built environment as apart of the wider ongoing conversation of redressing the wrongs of the past in rescripting post-colonial urban spaces. The architectural design dovetails from Nobles ideas regarding expression and representation and becomes like a perforated canvas over the site area which allows the emergent spatial and programmatic conditions of the site to interweave with the characteristics and attributes of the old Sophiatown/Westbury precinct to become a dynamic urban catalyst which liberates the legacy of the area into the physical realm of the city. The study was undertaken through desktop research, literature reviews and first-hand observations and analysis within the qualitative research paradigm. , Thesis (MA) -- Faculty of Engineering, the Built Environment, and Technology, 2020
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- Date Issued: 2020-09