Performativity and affectivity: Lesson observations in England's Further Education colleges
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.
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’ (...
Citations
More filters
1,071 citations
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.
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
442 citations
Book•
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
353 citations
Journal Article•
249 citations
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.
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
References
More filters
6,307 citations
"Performativity and affectivity: Les..." refers background in this paper
...Indeed, it has been argued that the potential for emotional (di)stress is at its height when ‘deep acting’ is in dissonance with ‘real’ feelings (Denzin, 1984; Hochschild, 1983)....
[...]
...Teaching in FE has highlighted to me the complex anxieties that teachers cope with, combining their emotion work (Hochschild, 1983) with the conflicts and shifting boundaries of their roles (Shilling, 2004)....
[...]
...As teachers we are inherently well practised at controlling our emotions (Nias, 1996), or being ‘emotional managers’ (Hochschild, 1983), so therefore awareness should be raised of the importance of encouraging strategies that promote a better understanding of the emotionality of TLOs....
[...]
4,428 citations
"Performativity and affectivity: Les..." refers background in this paper
...Indeed, it has been argued that the potential for emotional (di)stress is at its height when ‘deep acting’ is in dissonance with ‘real’ feelings (Denzin, 1984; Hochschild, 1983)....
[...]
...Teaching in FE has highlighted to me the complex anxieties that teachers cope with, combining their emotion work (Hochschild, 1983) with the conflicts and shifting boundaries of their roles (Shilling, 2004)....
[...]
...As teachers we are inherently well practised at controlling our emotions (Nias, 1996), or being ‘emotional managers’ (Hochschild, 1983), so therefore awareness should be raised of the importance of encouraging strategies that promote a better understanding of the emotionality of TLOs....
[...]
Book•
01 Jan 1997TL;DR: The same intellectual courage with which she addressed issues of gender, Judith Butler turns her attention to speech and conduct in contemporary political life, looking at several efforts to target speech as conduct that has become subject to political debate as discussed by the authors.
Abstract: With the same intellectual courage with which she addressed issues of gender, Judith Butler turns her attention to speech and conduct in contemporary political life, looking at several efforts to target speech as conduct that has become subject to political debate and regulation. Reviewing hate speech regulations, anti-pornography arguments, and recent controversies about gay self-declaration in the military, Judith Butler asks whether and how language acts in each of these cultural sites.
3,971 citations
TL;DR: Performativity is a new mode of state regulation which makes it possible to govern in an "advanced liberal" way as mentioned in this paper, and it requires individual practitioners to organize themselves as a response to targets, indicators and evaluations.
Abstract: This paper is the latest in a short series on the origins, processes and effects of performativity in the public sector. Performativity, it is argued, is a new mode of state regulation which makes it possible to govern in an ‘advanced liberal’ way. It requires individual practitioners to organize themselves as a response to targets, indicators and evaluations. To set aside personal beliefs and commitments and live an existence of calculation. The new performative worker is a promiscuous self, an enterprising self, with a passion for excellence. For some, this is an opportunity to make a success of themselves, for others it portends inner conflicts, inauthenticity and resistance. It is also suggested that performativity produces opacity rather than transparency as individuals and organizations take ever greater care in the construction and maintenance of fabrications.
3,850 citations
"Performativity and affectivity: Les..." refers background in this paper
...On an institutional level, management risk deprofessionalizing FE lecturers by reducing them to automatons required to ‘perform’ when instructed (Ball, 2003; Whitehead, 2005)....
[...]
Book•
01 Mar 1993TL;DR: The Theory of Multiple Intelligences In a Nutshell A Rounded Version (with Joseph Walters) Questions and Answers About MultipleIntelligences Theory (withJoseph Walters) The Relation of Intelligence to Other Valued Human Capacities Educating The Intelligence A School of the Future (with Tina Blythe) Interlude: The Two Rhetorics of School Reform: Complex Theories versus the Quick Fix The Emergence and Nurturance of MultipleIntelligence in Early Childhood: The Project Spectrum Approach (with Mara Krechevsky) The Elementary Years
Abstract: The Theory Of Multiple Intelligences In a Nutshell A Rounded Version (with Joseph Walters) Questions and Answers About Multiple Intelligences Theory (with Joseph Walters) The Relation of Intelligence to Other Valued Human Capacities Educating The Intelligences A School of the Future (with Tina Blythe) Interlude: The Two Rhetorics of School Reform: Complex Theories versus the Quick Fix The Emergence and Nurturance of Multiple Intelligences in Early Childhood: The Project Spectrum Approach (with Mara Krechevsky) The Elementary Years: The Project Approach in the Key School Setting Approaching School Intelligently: Practical Intelligence at the Middle School Level (with Mara Krechevsky) Disciplined Inquiry in the High School: An Introduction to Arts PROPEL Interlude: On Implementing Educational Programs: Obstacles and Opportunities Assessment And Beyond: The Components Of An MI Education Assessment in Context: The Alternative to Standardized Testing Interlude: A Portfolio Approach to College Admissions Beyond Assessment: The Aims and Means of Education The Future of Work on Multiple Intelligences Intelligences in Seven Phases Engaging Intelligence (with Mindy Kornhaber and Mara Krechevsky) Epilogue: Multiple Intelligences Theory in 2013.
3,654 citations
"Performativity and affectivity: Les..." refers background in this paper
...A plethora of research suggests that teaching and learning are undoubtedly emotional experiences (Field and Leicester, 2000; Gardner, 2005), and research suggests (for example) that a positive emotional atmosphere can lead to enhanced cognitive processes (Gardner, 1991; Knowles, 1985)....
[...]