Beyond the ‘terrors of performativity’: dichotomies, identities and escaping the panopticon
<p class="first" id="d834620e115">This article examines the influence of Stephen Ball’s work through the eyes of two former teachers turned academics who met through a mutual interest in his paper, ‘The teacher’s soul and the terrors of performativit...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
UCL Press
2022-07-01
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| Series: | London Review of Education |
| Online Access: | https://uclpress.scienceopen.com/hosted-document?doi=10.14324/LRE.20.1.29 |
| Summary: | <p class="first" id="d834620e115">This article examines the influence of Stephen Ball’s work through the eyes of two
former teachers turned academics who met through a mutual interest in his paper, ‘The
teacher’s soul and the terrors of performativity’. We note our personal reactions
to this particular paper and how Ball’s body of work has and continues to influence
our thinking, careers and research. We note that his highly readable, provocative
style of writing and passionate denunciation of league tables, inspections and the
associated paraphernalia of control that appear central to neoliberal models of educational
governance continue to prove useful in understanding global educational policy. This
article also critically engages with the effects of such a seminal paper on the lived
experience of the teaching profession. The first author argues that while Ball’s writing
is useful to understand the pressures and struggles that teachers face, Ball’s use
of Foucauldian notions such as ‘docile bodies’ and ‘subject-position’ can be seen
to flatten out teachers, rendering them passive bystanders rather than agentic professionals.
The second author revisits and recalls the influence of the paper on her early work,
particularly on her concept of ‘panoptic performativity’, and the impact that the
paper, and Stephen Ball’s work in general, continues to have on the wider field.
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| ISSN: | 1474-8460 1474-8479 |