Saving the teacher's soul: exorcising the terrors of performativity
In this paper I frame the totalizing dominance of performativity in educational arenas in terms of its effects on professional thinking and attitudes. The problem is that the education professional's cognition ends up artificially obsessed with defined performance indicators and closed by defa...
| Main Author: | |
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| Format: | Article |
| Language: | English |
| Published: |
UCL Press
2009-06-01
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| Series: | London Review of Education |
| Online Access: | https://uclpress.scienceopen.com/hosted-document?doi=10.1080/14748460902990344 |
| _version_ | 1797896582984630272 |
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| author | Jude Chua Soo Meng |
| author_facet | Jude Chua Soo Meng |
| author_sort | Jude Chua Soo Meng |
| collection | DOAJ |
| description | In this paper I frame the totalizing dominance of performativity in educational arenas in terms of its effects on professional thinking and attitudes. The problem is that the education professional's cognition ends up artificially obsessed with defined performance indicators and closed
by default to the fluidity that should accompany reflective design practice. To mitigate this state of affairs, I propose that educators be encouraged to playfully consider non-performative goals, and that institutions can even welcome insincere or experimental consideration of non-performative
educational goals. Such solutions may also correct excessively performative cultures outside educational contexts. |
| first_indexed | 2024-04-10T07:44:02Z |
| format | Article |
| id | doaj.art-0bf58056bba647c9b4b4a36f2aad3288 |
| institution | Directory Open Access Journal |
| issn | 1474-8460 1474-8479 |
| language | English |
| last_indexed | 2024-04-10T07:44:02Z |
| publishDate | 2009-06-01 |
| publisher | UCL Press |
| record_format | Article |
| series | London Review of Education |
| spelling | doaj.art-0bf58056bba647c9b4b4a36f2aad32882023-02-23T10:56:22ZengUCL PressLondon Review of Education1474-84601474-84792009-06-01715916710.1080/14748460902990344Saving the teacher's soul: exorcising the terrors of performativityJude Chua Soo MengIn this paper I frame the totalizing dominance of performativity in educational arenas in terms of its effects on professional thinking and attitudes. The problem is that the education professional's cognition ends up artificially obsessed with defined performance indicators and closed by default to the fluidity that should accompany reflective design practice. To mitigate this state of affairs, I propose that educators be encouraged to playfully consider non-performative goals, and that institutions can even welcome insincere or experimental consideration of non-performative educational goals. Such solutions may also correct excessively performative cultures outside educational contexts.https://uclpress.scienceopen.com/hosted-document?doi=10.1080/14748460902990344 |
| spellingShingle | Jude Chua Soo Meng Saving the teacher's soul: exorcising the terrors of performativity London Review of Education |
| title | Saving the teacher's soul: exorcising the terrors of performativity |
| title_full | Saving the teacher's soul: exorcising the terrors of performativity |
| title_fullStr | Saving the teacher's soul: exorcising the terrors of performativity |
| title_full_unstemmed | Saving the teacher's soul: exorcising the terrors of performativity |
| title_short | Saving the teacher's soul: exorcising the terrors of performativity |
| title_sort | saving the teacher s soul exorcising the terrors of performativity |
| url | https://uclpress.scienceopen.com/hosted-document?doi=10.1080/14748460902990344 |
| work_keys_str_mv | AT judechuasoomeng savingtheteacherssoulexorcisingtheterrorsofperformativity |