Performativity and affectivity

Edgington, Ursula

doi:10.1177/0892020613485533

Cited by 10 publications

(2 citation statements)

References 35 publications

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“…Language teachers are increasingly subject to ongoing job insecurity and underemployment (Hadley, 2015), vulnerable to the opinions of those who judge their professional worth (Bernstein, Hellmich, Katznelson, Shin, & Vinall, 2015; Breshears, 2004; Valeo & Faez, 2013). As educational “consumers” or “customers” (Chun, 2016), students are encouraged to view their education as an investment (Chun, 2015); therefore, they seek greater influence in shaping their educational experiences (Hadley, 2015; see also Bradford & Braaten, 2018; Buchanan, 2015; Edgington, 2013; Sutton, 2017) and do so via anonymous student evaluations. These frequently focus on nonpedagogical factors in the guise of quality assurance and improving teacher performance: Efficiency (often viewed as doing more with less, Kenny, 2008), student satisfaction with exams or grading, perceptions of effectiveness, course content, and classroom activities, ideally measured through quantitative means (Ghaffarian Asl & Osam, 2021; Klassen & Tze, 2014).…”

Section: Literature Reviewmentioning

confidence: 99%

Gigification of English Language Instructor Work in Higher Education: Precarious Employment and Magic Time

Kouritzin

Ellis²,

Ghazani

et al. 2022

TESOL Quarterly

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This article describes how discourses of professionalism, insecurity, and exploitation among English as a second language/English for Academic Purposes (hereinafter ESL/EAP) instructors and curriculum‐level administrators at two Canadian universities relate to their understanding of fair work. These understandings are examined in a nested manner, in keeping with social positioning theory. Via discourse and thematic analysis of job advertisements and semi‐structured interviews, we illuminate aspects of the gigification of ESL/EAP in Canada, wherein ESL/EAP instructor work is increasingly rendered un(der)paid, constantly evaluated, surveilled, and precarious. Viewed through the lens of “magic time,” an infinite category of work time, we document the frustrations of ESL/EAP instructors who recognize their own exploitation. The relevance of this study is described in relation to the growing numbers of international students at English‐speaking universities throughout the world requiring a robust program infrastructure supporting their success, while the ESL/EAP instructors who provide these programs are increasingly made disposable through contingent employment relationships. The increasing reliance on contract professors teaching for‐credit courses in higher education has come to be known as adjunctification. In the noncredit, the more marginal context of ESL/EAP instructors subject to the forces of international student supply and demand, underpaid even by contract faculty standards, and engaged in often cutthroat competition for the few remaining contracts, we reference contextual differences by calling it gigification.

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Section: Literature Reviewmentioning

confidence: 99%

Gigification of English Language Instructor Work in Higher Education: Precarious Employment and Magic Time

Kouritzin

Ellis²,

Ghazani

et al. 2022

TESOL Quarterly

View full text Add to dashboard Cite

show abstract

“…During an observation this performativity is interpreted and judged by an 'other'. Teachers may therefore conceptualise an observation as 'inauthentic' teaching (Edgington, 2013).…”

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confidence: 99%