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

doi:10.1177/0892020613485533

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

Journal Article•DOI•

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

Ursula Edgington¹•Institutions (1)

Canterbury Christ Church University¹

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

TL;DR: The authors investigated the different expectations, relationships and identities of teachers and (mis)conceptions of "authenticity" in teaching and learning observations (TLO) and found that affective reactions to perceived managerial intrusion into their professional space had a negative impact on them and their students' learning.

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Abstract: Teaching 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’ (...

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Transforming Qualitative Data: Description, Analysis, and Interpretation

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Barbara J. Bowers

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The Unschooled Mind: How Children Think and How Schools Should Teach:

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Catherine Jarjisian

01 Sep 1992-Journal of Music Teacher Education

TL;DR: The Unschooled Mind (1991) as mentioned in this paper argues that schools, even when publicly acknowledged as successful, are failing at their most critical task-teaching for real understanding and that early-developed ideas, stereotypes, and "scripts" (descriptions of recurrent events) continueto dominate the thinking of even advanced teachers.

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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

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Book•

An introduction to classroom observation

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E. C. Wragg

01 Jan 1994

TL;DR: This chapter discusses classroom observation in context, the use of quantitative and qualitative methods, and research into classrooms.

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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

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Social Theory and Psychoanalysis in Transition: Self and Society from Freud to Kristeva

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Ian Craib, Anthony Elliott

01 Jun 1994-British Journal of Sociology

TL;DR: The second edition surveys the recent changes that have taken place in psychoanalytic social theory, including critical theory, Lacanian and post-Lacanian theory, post-structuralism and feminism as mentioned in this paper.

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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.

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59 citations

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Book•

A Methodology of the Heart: Evoking Academic and Daily Life

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Ronald J. Pelias

21 May 2004

TL;DR: The Heart's Introduction is a posthumous publication based on a manuscript originally written by Gordon C. Dickinson in 2016 and then edited by David I. Dickinson.

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Abstract: 1 CHAPTER 1: The Heart's Introduction 2 CHAPTER 2: A Personal Ecology 3 CHAPTER 3: The Body's Complaint 4 CHAPTER 4: Speech and the Body's Presence 5 CHAPTER 5: Mirror Mirror 6 CHAPTER 6: Remembering Vietnam 7 CHAPTER 7: For Father and Son: An Ethnodrama with No Catharsis 8 CHAPTER 8: The Poet's Self: Making Someone 9 CHAPTER 9: Friends and Lovers 10 CHAPTER 10: Always Dying: Living Between Da and Fort 11 CHAPTER 11: The Academic: An Ethnographic Case Study 12 CHAPTER 12: The Critical Life 13 CHAPTER 13: Playing the Field with Elyse Pineau 14 CHAPTER 14: Making Lists: Life at the University 15 CHAPTER 15: The Academic Tourist: A Critical Ethnography 16 CHAPTER 16: Schooling in Classroom Politics 17 CHAPTER 17: What the Heart Learns 18 Index 19 About the Author

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268 citations

Journal Article•DOI•

Avoiding the traps: seeking good practice in the use of self assessment and reflection in professional courses

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David Boud

01 Jan 1999-Social Work Education

TL;DR: In this article, the authors provide an overview of issues that need to be confronted in the use of self assessment and reflection in professional education, focusing on the importance of context, locating learning in both educational and professional practice.

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Abstract: Ideas about self assessment and reflection are widespread in professional courses. These terms are often used uncritically, with the assumption that they are necessarily worthwhile additions to the curriculum. The aim of this paper is to provide an overview of issues that need to be confronted in the use of self assessment and reflection in professional education. It identifies some features of good teaching and learning practice. An emphasis is placed on the importance of context, locating learning in both educational and professional practice. Questions are raised about how courses can respond to the challenges of context, and how the professionalism of teaching and learning in universities can be enhanced.

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267 citations

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

...Things beyond articulation need exploration together, and meanings of ‘authenticity’ can be debated through humanistic intersubjectivity (Boud, 1999; Denzin, 1984)....
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...…in a class was outside the control of the teacher.8 Reflexivity in teaching and learning observations Reflection is about teachers creating their own meanings within their professional discourse (Boud, 1999: 123) and also maintaining control of criticisms and information (McMahon et al., 2007)....
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...But there are dangers of intellectualizing reflection (Boud, 1999) even if it is worded explicitly, there needs to be recognition alongside this that reflection is not entirely cognitive; often it is intuitive, emotions being intrinsic to it (Boud, 1999: 125; Butler, 2004)....
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...But as Candy et al. in Boud (1999) describe, it seems that it is mainly only in ITT through, for example, ‘micro-teaching’ sessions that this attempt at informal, nonjudgemental and reflective learning for a teacher takes place....
[...]

Journal Article•

Feminist research in theory and practice

[...]

Christine Skelton

01 Jan 2003-British Journal of Educational Studies

249 citations

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

...The metaphorical significance of the body of the observer within the learning environment provides a useful parallel to better understand the presence of my own biography in the motives, methods and value of my research, my reflective teaching practice (Letherby, 2003) and that of my participants’ narratives (West, 1996)....
[...]
...Or is a ‘communion’ between researcher and participant contrived or invalid (Letherby, 2003)?...
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...Likewise, for me as a researcher, are the narratives from my participants to be viewed as ‘genuine’ to me, my readers or the participants themselves? Or is a ‘communion’ between researcher and participant contrived or invalid (Letherby, 2003)? In both situations there may be a conflict between the teacher’s (researcher’s) personal ethos (‘authenticity’) and the perception of what is required to be seen as ‘authentic’ by the observer (participant) (Ashman, 140 Management in Education 27(4)...
[...]
...…of the body of the observer within the learning environment provides a useful parallel to better understand the presence of my own biography in the motives, methods and value of my research, my reflective teaching practice (Letherby, 2003) and that of my participants’ narratives (West, 1996)....
[...]

Book•

Improving Learning Cultures in Further Education

[...]

David James, Gert Biesta¹•Institutions (1)

University of Luxembourg¹

17 Sep 2007

TL;DR: The TLC Project as discussed by the authors is a framework for the creation and management of learning cultures across the world. But it does not address the issues that arise in the creation of a learning culture.

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Abstract: Part 1: What are the Issues? 1. Introduction to the TLC Project and the Book 2. An Outline of the Theoretical Framework Part 2: What Does the Research Tell Us? What are Learning Cultures in FE and How do they Change? 3. Learning Cultures Across the Sector 4. Learning Cultures Across Sites How do Learning Cultures Transform People? 5. The Practices of Learning 6. The Learning of Practices How Can Learning Cultures be Improved? 7. Managing, Mediating and Mitigating Learning Cultures 8. Policy, Professionality and Transformation Part 3: What are the Overall Implications? Methodological Appendix

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224 citations

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

...FE’s diverse student population, mainly adolescent or young adult learners and from an often community-oriented location (both geographically and culturally), create unique emotional elements compared to other English educational sectors (see, for example, Gleeson et al., 2005; James and Biesta, 2007)....
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...…diverse student population, mainly adolescent or young adult learners and from an often community-oriented location (both geographically and culturally), create unique emotional elements compared to other English educational sectors (see, for example, Gleeson et al., 2005; James and Biesta, 2007)....
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...Teaching in FE is essentially about relationships: between students and staff, students and students, staffroom interactions and others (James and Biesta, 2007)....
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...But teachers are not passive; teaching and learning is an active, emotional process (Ashman, 2008) founded on many factors past and present that make us who we are (Denzin, 1984: 91; James and Biesta, 2007)....
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Journal Article•DOI•

Managerialism and professionalism in the ‘cinderella service’

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Keith Randle¹, Norman Brady²•Institutions (2)

University of Hertfordshire¹, Oaklands College²

01 Mar 1997-Journal of Vocational Education & Training

TL;DR: In this article, a case study based on interviews and questionnaires was conducted to investigate the impact of changes within Cityshire College which took place between 1991 and 1994 on the professional culture of further education.

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Abstract: As a result of the process of incorporation following the Further and Higher Education Act of 1992, Cityshire College, a large further education college left the jurisdiction of the local authority and gained greater responsibility for managing its own affairs. Arising from a case study based on interviews and questionnaires the paper considers the impact of changes within the College which took place between 1991 and 1994. Of particular interest is the development of a “new managerialism”, a management style which spread throughout public sector organizations during the 1980s. The evidence from the lecturer questionnaire suggests that staff reject the values represented by this development and are opposed to the threat they perceive to the professional culture of further education. In considering new modes of learning, notions of quality in education and the intrusion of the market into the college, the deprofessionalisation and, indeed, “proletarianisation” of the FE lecturer is suggested as a ...

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213 citations

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

...E-mail: ue4@canterbury.ac.uk ‘performativity’ of these managerial practices (Randle and Brady, 1997; Whitehead, 2005)....
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...‘performativity’ of these managerial practices (Randle and Brady, 1997; Whitehead, 2005)....
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