ABSTRACT
Feedback is used as a way in which the pupil positions him/herself in the education process and projects a pathway within it. This pathway is steered and controlled in complex ways, influenced by teachers and school context but also driven by each pupil. This chapter is more specific, and although linked to some extent to the cognitive process of learning, is also socially situated. It considers a more personal, and in some ways a more emotional response to learning. Recognition is given to an essential understanding that learning must relate to, and be part of, the learner. The chapter offers an additional interpretation and perspective on how to understand the learning gap as well as considering how feedback is used. This extends what might be considered an individualistic approach to learning to a deliberately broader notion, beyond cognition. The chapter focuses on how pupils are able to think about possible learning futures, and curiosity to engage with new learning.
