How Online Grading Feedback Might Benefit From a Grounding in Feminist Theory

Abstract

This chapter explores the application of feminist theory to online grading feedback processes in higher education. Christianakis describes teacher research as a feminist act. This chapter presents the argument that grading feedback can be viewed from a complementary lens. Many believe that feedback, when offered correctly, has the ability to transform a learner for the better. When actively and intentionally viewed from a feminist perspective, feedback offers a plethora of opportunities to not only teach content, but also to empower and address power inequities. Feminist theory also offers helpful guidance on how to do so.