Exploring How Performativity Influences the Culture of Secondary Schooling in Scotland

Autor/in	Peace-Hughes, Tracey
Titel	Exploring How Performativity Influences the Culture of Secondary Schooling in Scotland
Quelle	In: British Journal of Educational Studies, 69 (2021) 3, S.267-286 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Peace-Hughes, Tracey)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1005
DOI	10.1080/00071005.2020.1801986
Schlagwörter	School Culture; High School Students; Educational Policy; Poverty; Educational Attainment; Achievement Gap; Criticism; Accountability; Student Attitudes; Teacher Attitudes; Administrator Attitudes; Task Analysis; Case Studies; Community Needs; School Community Relationship; School Effectiveness; High School Teachers; Academic Achievement; Social Networks; Foreign Countries; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Schulkultur; Schulleben; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Politics of education; Bildungspolitik; Armut; Bildungsabschluss; Bildungsgut; Kritik; Verantwortung; Schülerverhalten; Lehrerverhalten; Aufgabenanalyse; Case study; Fallstudie; Case Study; Schuleffizienz; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Schulleistung; Social network; Soziales Netzwerk; Ausland
Abstract	This paper explores the effects of performativity on the culture of a Scottish secondary school, Lochview High School. This is set against a backdrop of the Scottish education policy context which in recent years has been heavily focused on reducing the poverty-related attainment gap, namely through the Scottish Attainment Challenge (SAC). The analysis of the empirical data is supported by a cultural and ecological framework which emphasises the interwoven and complex nature of the school system. In particular, the paper provides a critique of accountability and performative agendas which often run counter to other national agendas, such as the SAC. Through observations, staff interviews (teachers and senior management), and student interviews, task-based activities and group discussions, the data suggests performative and accountability measures are inextricably woven through the education system within which Lochview is situated. Despite this, Lochview provides a case study of a school which successfully navigates competing agendas. However, it is not without its struggles, but the school community often finds rewards and benefits in the positive school culture which develops as a result of responding to the local community's needs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01