ABSTRACT
This chapter outlines how the pupil/teacher relationship can be realigned for productive pupil learning using feedback. In trying to conceptualise feedback differently, it examines a number of significant considerations that aim to reshape how feedback may be constructed and enacted by both teachers and pupil in a situated relational communicative encounter. The chapter seeks to offer particular theoretical positioning that underpins more practical applications. These include establishing possibilities for pupil agency through exploring pupil power, positioning, and development within the feedback process. Key conceptual strands in the chapter look at the role of language and communication as essential components of education and through which feedback is understood and enacted. Issues of dialogue, democracy, and deliberative communication are all explored. Additionally, Habermas' concept of communicative action (CA) is brought centre stage as a way of further identifying a possible framework for feedback. The chapter also looks at establishing principles that underpin the approach to feedback.
