Pedagogies of Performative Care and School Belonging: Lessons from an Australian School

Autor/inn/en	Dadvand, Babak; Cuervo, Hernán
Titel	Pedagogies of Performative Care and School Belonging: Lessons from an Australian School
Quelle	In: British Journal of Sociology of Education, 40 (2019) 3, S.378-392 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dadvand, Babak) ORCID (Cuervo, Hernán)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-5692
DOI	10.1080/01425692.2018.1552845
Schlagwörter	Foreign Countries; Inclusion; Public Schools; Secondary School Students; Suburban Schools; Social Justice; Neoliberalism; Poverty Areas; Caring; School Culture; Individual Needs; At Risk Students; Disadvantaged Youth; National Competency Tests; Literacy; Numeracy; Labeling (of Persons); Academic Achievement; Learner Engagement; Student Adjustment; Social Isolation; Australia; National Assessment Program Literacy and Numeracy + Suchen Sie Ihr Suchwort? Ausland; Inklusion; Public school; Öffentliche Schule; Sekundarschüler; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Soziale Gerechtigkeit; Neo-liberalism; Neoliberalismus; Care; Pflege; Sorge; Betreuung; Schulkultur; Schulleben; Benachteiligter Jugendlicher; Alphabetisierung; Schreib- und Lesefähigkeit; Rechenkompetenz; Labeling-Ansatz; Schulleistung; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Soziale Isolation; Australien
Abstract	With schools coming under pressure to perform and produce outcomes, the caring practices of the institution have been increasingly framed around issues of achievement, excellence and outcomes. In this article, we examine how the performativity-driven practices of care impact on the possibilities of social inclusion for marginalised students. Drawing on case study data from two 14-year-old students in a government secondary school located in a low socio-economic suburb of Melbourne, Australia, we argue that the performative ethic of care fails to cater for the more complex needs of these students. Lacking the qualities of 'good student' as independent and successful learners, these students are positioned and treated differently in their schools, leading to their weak sense of belonging to the institution. We maintain that a plural social justice framework focusing on the politics of redistribution and recognition can provide the basis of a socially just education for marginalised students. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01