How to start the
'Feedback' Case Study
These case studies were developed by core members of DEC. They are composites based on real experiences that aim to expose the sometimes obvious, but oftentimes unconscious, biases within our curriculum and academic culture. You are able to view them online or download them for use at a later stage. Either way, we hope they empower you to stand to for these injustices that are experienced by marginalised students in our classrooms.
He-Liu, sibling to two younger sisters, grew up in the outer suburbs of New York. When they completed their undergraduate - with a first-class degree - in Education Studies in New York, they were desperate for a change of scenery, so they applied to the University of York! In their first term, He-Liu received formative feedback that troubled them. Their lecturer, Charlotte Stern said:
“This is an interesting essay with quite a lot of potential. You are passionate about your topic. Well done on drawing from a wide variety of sources. Your use of English is, in several ways, very good. In terms of organisation, state your academic argument earlier and support it with evidence and logic. The department handbook for additional organizational information...”
He-Liu hadn’t received feedback like this before and wondered if it was just the ‘way of doing things’ in the UK. Their best friend on their programme, Alex - whose Cumbrian accent they love - shares the feedback they got with He-Liu, in an effort to lift their spirits.
“I am impressed with the confidence and clarity of your writing. I think you will be able to produce a really good essay. You have read widely and you have a strong academic voice. Regarding the body of your essay, make sure your argument is clear in the introduction and that it continues throughout your essay...”
He-Liu notices a stark difference but fears others on the programme, and their lecturer, may not be as aware. He-Liu doesn’t let this ruin the last week of the first term so tries to loosen up by going to the department social. At the social, they're told about DEC by other international students in the department. Nervously, He-Liu attends DEC bi-monthly meetings and feels comforted, and angered that many other students share their concerns.
How to use the
Reflective Questions
As you explore these case studies, we expect various reactions and questions will arise. Nurture your thoughts and allow for an emotive response - these stories are worthy of such. The questions you have may empower discourse, or personal reflection. Either way, we hope your brain is tingled! If you need a little spark of inspiration to get you thinking, here are some reflective questions. Utilise them liberally, letting your own experiences and ideals navigate your approach. We’d love to hear your thoughts - why not add them to our forum discussion?
Reflective Questions
-
How were He-Liu and Alexi’s feedback comments similar and different?
2. Why do you think He-Liu was taken aback?
3. How was He-Liu’s feedback comment implicitly biased when compared to Alexi’s?
4. What can the instructor do to make sure their feedback comments are not implicitly biased?