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Journal ArticleDOI

Performativity and affectivity: Lesson observations in England's Further Education colleges

23 Sep 2013-Management in Education (SAGE Publications)-Vol. 27, Iss: 4, pp 138-145

AbstractTeaching and learning observations (TLOs) are used in educational environments worldwide to measure and improve quality and support professional development. TLOs can be positive for teachers who enjoy opportunities to ‘perform’ their craft and/or engage in professional dialogue. However, if this crucial, collaborative developmental element is missing, a TLO becomes intrinsically evaluative in nature and creates complex emotions – within and beyond the classroom. For some teachers, affective reactions to perceived managerial intrusion into their professional space has a negative impact on them and, in turn, their students’ learning. International research on TLOs has focused on schools or universities. My research centres specifically on England’s Further Education colleges (FE). Through Interpretive Interactionism, I investigate the different expectations, relationships and identities of teachers and (mis)conceptions of ‘authenticity’ in TLOs. Teaching involves our unique (dis)embodied ‘performativity’ (...

Topics: Professional development (54%), Adult education (53%), Faculty development (52%), Further education (52%) more

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Abstract: Howard Gardner is well known to teachereducators,particularlyforhisearlier book,Frames ofMind: The Theory ofMuir tipleInteUigences(1983). Morerecently, the ConferenceonArtistic Intelligences (1989) and the development of Arts PROPEL havefamiliarized musicteacher educators even more specifically with Gardner's work. In The Unschooled Mind (1991), Gardnercontinues topricktheconsciences ofeducators by gettingdown to the very heartofthematter. Schools, hesays, do not nowteachthewaychildrenlearn, andoften what children learn before or outside of school is more powerful than competing information presented in school and can interferewithschool-delivered knowledge. Gardnercontendsin hisintroductory material that schools, even when publicly acknowledged as successful, are failing at their most critical task-teaching for real understanding. As always, Gardner provides examples that areabundantandtothe point. He offers evidence that early-developed ideas, stereotypes, and "scripts" (descriptions of recurrent events) continueto dominate the thinking of even advanced

433 citations

01 Jan 1994
TL;DR: This chapter discusses classroom observation in context, the use of quantitative and qualitative methods, and research into classrooms.
Abstract: List of figures Acknowledgements Preface 1. An Introduction to classroom observation 2. The use of quantitative methods 3. The use of qualitative methods 4. Classroom observation in context 5. Research into classrooms 6. Observation and action Bibliography Index

342 citations

Journal ArticleDOI
Abstract: This text is a benchmark critique of Freudian theory in which a dialogue between the Frankfurt School, the Lacanian tradition and post-Lacanian developments in critical and feminist theory is developed. Considering afresh the relations between self and society, Elliot argues for the importance of imagination and the unconscious in understanding issues about the self and self-identity, ideology and power, sexual difference and gender. The second edition surveys the recent changes that have taken place in psychoanalytic social theory. Traditions of thought covered include critical theory, Lacanian and post-Lacanian theory, post-structuralism and feminism.

59 citations

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01 Jan 1959
Abstract: hen an individual enters the presence of oth ers, they commonly seek to acquire information about him or to bring into play information about him already possessed. They will be interested in his general socio-economic status, his concep tion of self, his attitude toward them, his compe tence, his trustworthiness, etc. Although some of this information seems to be sought almost as an end in itself, there are usually quite practical reasons for acquiring it. Information about the individual helps to define the situation, enabling others to know in advance what he will expect of them and what they may expect of him. Informed in these ways, the others will know how best to act in order to call forth a desired response from him. For those present, many sources of information become accessible and many carriers (or “signvehicles”) become available for conveying this information. If unacquainted with the individual, observers can glean clues from his conduct and appearance which allow them to apply their previ ous experience with individuals roughly similar to the one before them or, more important, to apply untested stereotypes to him. They can also assume from past experience that only individuals of a par ticular kind are likely to be found in a given social setting. They can rely on what the individual says about himself or on documentary evidence he provides as to who and what he is. If they know, or know of, the individual by virtue of experience prior to the interaction, they can rely on assumptions as to the persistence and generality of psychological traits as a means of predicting his present and future behavior. However, during the period in which the indi vidual is in the immediate presence of the others, few events may occur which directly provide the others with the conclusive information they will need if they are to direct wisely their own activity . Many crucial facts lie beyond the time and place of interaction or lie concealed within it. For example, the “true” or “real” attitudes, beliefs, and emotions of the individual can be ascertained only indirectly , through his avowals or through what appears to be involuntary expressive behavior. Similarly , if the individual offers the others a product or service, they will often find that during the interaction there will be no time and place immediately available for eating the pudding that the proof can be found in. They will be forced to accept some events as con ventional or natural signs of something not directly available to the senses. In Ichheiser ’s terms, 1 the individual will have to act so that he intentionally or unintentionally expresses himself, and the others will in turn have to be impressed in some way by him.…

32,730 citations

"Performativity and affectivity: Les..." refers background in this paper

  • ...For example, in research by Lee and Yin (2011), teachers’ approaches to the policies of curriculum change are described as ‘cynical performers’ or ‘drifting followers’, perhaps indicating that there are differing levels of acting involved (Goffman, 1959)....


  • ...or ‘drifting followers’, perhaps indicating that there are differing levels of acting involved (Goffman, 1959)....


01 Jan 1979
Abstract: Preface to the English-Language Edition Introduction Part 1: A Social Critique of the Judgement of Taste 1. The Aristocracy of Culture Part 2: The Economy of Practices 2. The Social Space and its Transformations 3. The Habitus and the Space of Life-Styles 4. The Dynamics of Fields Part 3: Class Tastes and Life-Styles 5. The Sense of Distinction 6. Cultural Good Will 7. The Choice of the Necessary 8. Culture and Politics Conclusion: Classes and Classifications Postscript: Towards a 'Vulgar' Critique of 'Pure' Critiques Appendices Notes Credits Index

23,791 citations

01 Jan 1980
Abstract: Part One: The Context Of Educational Research Part Two: Planning Educational Research Part Three: Styles Of Educational Research Part Four: Strategies And Instruments For Data Collection And Researching Part Five: Data Analysis

20,255 citations

01 Jan 2001
Abstract: PART ONE ; 1. The nature and process of social research ; 2. Social research strategies: quantitative research and qualitative research ; 3. Research designs ; 4. Planning a research project and formulating research questions ; Getting started: reviewing the literature ; 6. Ethics and politics in social research ; PART TWO ; 7. The nature of quantitative research ; 8. Sampling in quantitative research ; 9. Structured interviewing ; 10. Self-administered questionnaires ; 11. Asking questions ; 12. Structured observation ; 13. Content analysis ; 14. Using existing data ; 15. Quantitative data analysis ; 16. Using IBM SPSS for Windows ; PART THREE ; 17. The nature of qualitative research ; 18. Sampling in qualitative research ; 19. Ethnography and participant observation ; 20. Interviewing in qualitative research ; 21. Focus groups ; 22. Language in qualitative research ; 23. Documents as sources of data ; 24. Qualitative data analysis ; 25. Computer-assisted qualitative data analysis: using NVivo ; PART FOUR ; 26. Breaking down the quantitative/qualitative divide ; 27. Mixed methods research: combining quantitative and qualitative research ; 28. Writing up social research

17,326 citations

"Performativity and affectivity: Les..." refers methods in this paper

  • ...It could be argued that this method (rather than using, for example a ‘random’ sample) could produce a biased account when participants’ dialogue consists of what they thought I wanted to hear (rather than their own views) (Bryman, 2001)....