Performativity, Affectivity and Pedagogic Identities

Autor/in	Singh, Parlo
Titel	Performativity, Affectivity and Pedagogic Identities
Quelle	In: European Educational Research Journal, 17 (2018) 4, S.489-506 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1474-9041
DOI	10.1177/1474904117726181
Schlagwörter	Teaching Methods; Professional Identity; Educational Policy; Teacher Attitudes; Accountability; Anxiety; Partnerships in Education; Poverty; Data Analysis; Academic Achievement; Teacher Effectiveness; Intervention; Foreign Countries; Neoliberalism; Elementary School Teachers; Disadvantaged Schools; Psychological Patterns; Australia + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Politics of education; Bildungspolitik; Lehrerverhalten; Verantwortung; Angst; Hochschulpartnerschaft; Armut; Auswertung; Schulleistung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Ausland; Neo-liberalism; Neoliberalismus; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Australien
Abstract	Basil Bernstein wrote extensively about official educational knowledge, pedagogic recontextualisation and pedagogic identities. However, his theoretical oeuvre tended to focus on the textual rather than the affective aspects of policy recontextualisation. In addition, his work on the realisation of official pedagogic identity positions at the level of schooling institutions remained in an embryonic form, not fully developed. In this paper, I elaborate on the affective dimensions of policy recontextualisation by exploring institutional defences, namely teacher anxieties, produced by data-driven performativity. I draw on data from two research partnership projects undertaken with schools servicing vulnerable, high poverty communities in Australia to develop my ideas. Firstly, I explore how institutions develop defensive structures to deal with the anxieties of staff working with young children living in poverty. Secondly, I explore the affective dimensions of dealing with data-driven performativity policies by a school leadership team over the period of two research projects (2009-2016). I examine the professional anxieties induced by data performativity in the early days, and then explore how a research intervention re-circulated affects and enabled the staff to develop more ambivalent relations to data. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01