\u27I\u27d like to know why\u27: Cultural capital and MA in Education students\u27 interpretation of feedback commentaries

This article discusses the results of an investigation into selected MA in Education students\u27 interpretation of feedback to their written assignments in a teaching and learning institution in the UK, using the framework of cultural capital and acculturation. A case study method was adopted to investigate four participants\u27 thoughts and experiences with feedback over a period of two semesters. Participants were asked to go through a think-aloud process while responding to feedback from tutors to their assignments. Results of the think-aloud were used as springboard for interviews conducted with students. The article argues that students\u27 diverse and variable interpretations of tutor feedback can be explained by Bourdieu\u27s notion of \u27connaissance\u27 or knowledge as cultural capital. Additionally, students were found to have subscribed to the \u27acculturation\u27 process modelled by tutors in feedback provision. © 2013 Taylor & Francis