Performativity Culture in Universities: Social Work Fabrications

Todd, Sarah; Barnoff, Lisa; Moffatt, Ken; Panitch, Melanie; Parada, Henry; Mucina, Mandeep Kaur; Williams, Duane

doi:10.1093/bjsw/bct139

Cited by 13 publications

(7 citation statements)

References 19 publications

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“…Upon reflection, we realized how SSHRC's productivity expectations had conditioned the research process, as any time not focused on knowledge production was defined as “wayward,” “wasted,” and “unprofitable.” This assessment revealed how capital dominates, manipulates, and organizes our time in ways we strained to see (Todd et al. 2015). The Global North team perceived this to be incongruent with decolonial work, but those in the South believed structure and a focus on outcomes to be essential.…”

Section: Resultsmentioning

confidence: 99%

“…Outcomes-based projects, immediately useable data, and linear logic models have been theorized in the Global North to rearticulate the logics of coloniality. Critics of logic models indicate they are rooted in Western styles of thinking, support neoliberal managerialism, promote standardized linear methods, and limit creativity by focusing on efficiently achieving deadlines and quantifying outcomes (Gammell-McCormick 2011;Todd et al 2015;Wehbi et al 2016). Structuring research in this way acts as a blueprint for the funder's demands but also represents the modern, rational way of doing valid research thus ensuring targets and outcomes are met.…”

Section: Colonialitymentioning

confidence: 99%

“…Critics of logic models indicate they are rooted in Western styles of thinking, support neoliberal managerialism, promote standardized linear methods, and limit creativity by focusing on efficiently achieving deadlines and quantifying outcomes (Gammell‐McCormick 2011; Todd et al. 2015; Wehbi et al. 2016).…”

Section: Colonialitymentioning

confidence: 99%

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Trapped within the logic of modernity/coloniality

Carranza

Grigg

2023

Social Science Quarterly

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Background Academic research is the site where the production and dissemination of knowledge are embedded in Eurocentric epistemologies which are posited as universal and non‐Eurocentric knowledges are devalued, dismissed, and ignored. Objectives The goal was to explore the tensions that emerged between the Global North team and the Global South team, from the Global North's perspective. Methods This paper a collaborative autoethnography to trace how the logics' of coloniality of power structured a transnational research project focused on exploring Indigenous Women's experience of marginalization. The autoethnography involved engaging in critical reflexive auto‐interviews between the team members in the Global North, analyzing field notes and personal written reflections. Results Autoethnography revealed how colonial conditioning respectively shaped both—the Global North and the Global South teams' expectations of one another, and as such, how they each operationalized decoloniality in the research process. Conclusion The Global North team focused on epistemically disengaging from coloniality but became overly concerned on meeting the expectations of the funder's temporally oriented productivity demands and ended up rearticulating coloniality's logics. The Global South was concerned with remedying the material dimensions of coloniality in their local community but became overly focused on adopting neoliberal logic models to efficiently satisfy the North's productivity expectations. Meaning, they, too, rearticulated coloniality's logics.

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Section: Resultsmentioning

confidence: 99%

Section: Colonialitymentioning

confidence: 99%

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Trapped within the logic of modernity/coloniality

Carranza

Grigg

2023

Social Science Quarterly

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“…When educators exit the role of lecturers and enter the space of creative relationship building for the goal of social transformation, their own experiences are influenced in ways that are yet to be fully explored. The experiences of these professors may have much to inform others who are contemplating the use of arts-informed methods in their own classrooms and this is perhaps even more important now in light of the growing new managerial emphasis in the profession and educational institutions on efficiency, effectiveness and measurable teaching and learning outcomes in social work education (Todd et al, 2015).…”

Section: Context: Situating the Synthesis In The Extant Scholarshipmentioning

confidence: 99%

Intersecting Interests: Qualitative Research Synthesis on Art in the Social Work Classroom

et al. 2017

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This paper reports on a qualitative research synthesis that explored the intersections between art and social work. The scholarship notes a rise in interest in integrating creative arts practices in social work classrooms from assignment design to classroom activities. Also highlighted are the potential contributions of these arts-informed practices to teaching about topics related to oppression. The synthesis presented in this paper explored this potential through an interpretivist analysis of articles on the intersection of art and social work. Findings highlight the contribution of this approach to enhancing student engagement and critical reflexivity; creating a sense of collectivity and solidarity in the classroom; as well as transforming the role of the educator. Findings suggest the need for further research to explore the potential contributions of arts-informed approaches in social work education beyond a single classroom. Cet article présente la synthèse d’une recherche qualitative qui a exploré les intersections entre l’art et le travail social. Les recherches effectuées indiquent qu’il existe une augmentation de l’intérêt à intégrer les pratiques des arts créatifs dans les salles de classe de travail social, allant de la conception des devoirs aux activités en salle de classe. Les contributions potentielles de ces pratiques qui intègrent l’art à l’enseignement de sujets liés à l’oppression sont également mises en relief. Les synthèses présentées dans cet article explorent ce potentiel par le biais d’une analyse interprétative d’articles qui se situent à l’intersection de l’art et du travail social. Les résultats mettent en relief la contribution de cette approche à l’amélioration de l’engagement des étudiants et de la réflexion critique; à la création d’un sens de collectivité et de solidarité dans la salle de classe; ainsi qu’à la transformation du rôle de l’éducateur. Les résultats suggèrent qu’il faudrait mener d’autres recherches afin d’explorer les contributions potentielles des approches qui intègrent l’art dans l’enseignement du travail social au-delà de la simple salle de classe.

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“…In subsequent team meetings, we shared our own individual reflections and engaged in a discussion of our learnings related to the questions we had set ourselves. Throughout this process of reflection, we followed the lead of Todd et al (2015) to engage in an iterative process grounded in reflection and further refinement of emerging themes and ideas. Indeed, our weekly team reflections were enriched by our own reflective work outside the meetings.…”

Section: Introductionmentioning

confidence: 99%

HEI as a pressure cooker: crafting the secret sauce to social justice in social innovation

Panitch¹,

Machado²,

Courneya³

et al. 2021

SEJ

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Purpose This paper aims to reflect on the facilitative factors that contribute to a shift in focus to social innovation for social justice in a higher education institution. The study provides lessons learned that can be takeaways for others interested in shifting their conceptualization of social innovation toward social justice. Design/methodology/approach Relying on a case study of social innovation at Ryerson University, the paper begins with a brief history and the later development of the Office of Social Innovation. Through a reflection on three key initiatives, the study discusses strategic planning and partnerships, student programming and communications strategy. Findings The reflection process provides ingredients that have facilitated the intentional grounding of social innovation offerings and practices in social justice values, including creativity, collaboration, adaptability, voice and shifting the spotlight to alternate stories and ways of understanding social innovation. The authors also discuss the role of generative conflict and contradictions. Originality/value This study presents a reflective case study from a public research university, which holds a prominent reputation in entrepreneurial incubators and curricular offerings. With candid reflections from faculty and staff central in strategizing the direction of social innovation, the authors present experiences, perspectives and conflicts encountered when challenging the language and application of social innovation. The result is a unique contribution on what it means to ground post-secondary social innovation in social justice, why this shift was necessary and what has come from this work.

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Performativity Culture in Universities: Social Work Fabrications

Cited by 13 publications

References 19 publications

Trapped within the logic of modernity/coloniality

Trapped within the logic of modernity/coloniality

Intersecting Interests: Qualitative Research Synthesis on Art in the Social Work Classroom

HEI as a pressure cooker: crafting the secret sauce to social justice in social innovation

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