ABSTRACT
Internationalisation of education and workplaces is driving increased emphasis on the role of communication in professional curricula. Educators must incorporate functional, professional and technical skills with explicit communication skills. The cultural diversity of students and educators highlights the need for feedback approaches that deconstruct and take into account cultural factors that impact on the provision of effective, efficient and accessible feedback across personal, pedagogical and professional dimensions of learning and teaching. To add further complexity, feedback on learning is consistently poorly evaluated by students in national and university-based surveys of higher education (as noted by Boud and Molloy in Chapter 1). To address this, new perspectives on feedback are being defined and integrated into effective learning and teaching strategies, as illustrated throughout this volume. Building on this work, the authors of this chapter introduce a previously unconsidered dimension to feedback, that of socio-cultural literacy. Helping students to achieve professional competence via the development of socio-cultural literacy is crucial to building effective feedback processes in the learning and teaching cycle and for generating appropriate professional applications of propositional knowledge.
