Making Accountable Teachers: The Terrors and Pleasures of Performativity

Autor/inn/en	Holloway, Jessica; Brass, Jory
Titel	Making Accountable Teachers: The Terrors and Pleasures of Performativity
Quelle	In: Journal of Education Policy, 33 (2018) 3, S.361-382 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Holloway, Jessica)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0939
DOI	10.1080/02680939.2017.1372636
Schlagwörter	Beginning Teachers; English Teachers; Accountability; Comparative Analysis; Educational Change; Neoliberalism; Politics of Education; Qualitative Research; Educational Legislation; Federal Legislation; Federal Aid; Federal Programs; Value Added Models; Teacher Evaluation; Academic Standards; Knowledge Base for Teaching; Professional Autonomy; Professionalism; Educational Quality; Commercialization; Semi Structured Interviews + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Verantwortung; Bildungsreform; Neo-liberalism; Neoliberalismus; Educational policy; Bildungspolitik; Qualitative Forschung; Bildungsrecht; Schulgesetz; Bundesrecht; Teacher appraisal; Lehrerbeurteilung; Teaching theory; Theory of teaching; Unterrichtstheorie; Berufsfreiheit; Professionalität; Quality of education; Bildungsqualität
Abstract	This article draws from Stephen Ball's work on markets, managerialism, and performativity to frame a comparative study that examines the reconstitution of the teacher-subject across a pivotal decade in which neoliberal standards and accountability reforms effected significant changes in US education. It juxtaposes two qualitative studies conducted during the implementation of successive standards and accountability movements. The first study of early career English teachers coincided with the implementation of the Bush administration's No Child Left Behind Act of 2001 (NCLB), and the second took place nearly a decade later as states began to implement value-added teacher assessments in conjunction with the Obama administration's Race to the Top (RTTT). The juxtaposition of these two studies points to a paradigmatic shift in the construction of teachers' professional knowledge and subjectivity. While teachers of the first accountability stage positioned NCLB's (self-) disciplinary mechanisms as external intrusions on their autonomy, professionalism, and practice, the second group positioned RTTT's accountability mechanisms as the very modes by which they knew themselves and their quality. Thus, these studies show a collapse between the governed (i.e. teachers) and the government (i.e. accountability mechanisms) and the normalization of the marketized teacher, the managed teacher, and the performative teacher. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01