Speaking ‘over’ performativity

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White, Julie (2010) Speaking ‘over’ performativity. Journal of Educational Administration and History, 42 (3). pp. 275-294. ISSN 0022-0620 (Print) 1478-7431 (Online)

Abstract

In a time where standards and accountability override trust in teachers and principals, mandated versions of pedagogy have recently appeared in the Australian landscape. This article critiques one pedagogical reform initiative and suggests that in performative times, it may be preferable for principals and teachers to speak ‘over’ reform than to speak ‘back’ to it. While reference to competency standards increasingly replaces discussion about professionalism, the argument is developed here that key elements of professionalism include trust, agency, identity and judgement, which are excluded from the standards discourse. The article proposes that the tenuous hold teachers have on professionalism might be strengthened by critical school leaders adept at navigating their way around performative demands and who encourage teachers to speak ‘over’ codes about appropriate behaviour to instead explore what it means to be a teacher professional.

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Item type Article
URI https://vuir.vu.edu.au/id/eprint/21823
DOI https://doi.org/10.1080/00220620.2010.492960
Official URL http://www.tandfonline.com/doi/pdf/10.1080/0022062...
Subjects Historical > FOR Classification > 1301 Education Systems
Historical > FOR Classification > 1302 Curriculum and Pedagogy
Historical > Faculty/School/Research Centre/Department > Victoria Institute for Education, Diversity and Lifelong Learning
Keywords pedagogy, trust, agency, performativity, professionalism
Citations in Scopus 12 - View on Scopus
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