Performativity, Performance and Education

Locke, Kirsten

doi:10.1080/00131857.2013.857287

Cited by 25 publications

(15 citation statements)

References 4 publications

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“…Educational literature abounds with examples of professional knowledge subordinated to a common standard (e.g. Gerrard & Farrell, 2014;Locke, 2015). For Marx it is through the movement of such abstractions, false substitutes for real (universal) material conditions, that workers fall prey to the ideology of dominant groups.…”

Section: Marx Hegel and Praxismentioning

confidence: 99%

An exploration of educativepraxis: Reflections on Marx’s conceptpraxis,informed by the Lacanian conceptsactandevent

Hanley

2017

Educational Philosophy and Theory

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This article explores an aspect of Karl Marx's concept, praxis. Praxis is meaningful work, through which we fulfil ourselves by fulfilling others. The discussion draws on the author's work with postgraduate student teachers, where both students and author were researching their own practice. Reflecting Marx's conception of praxis as subjective fulfilment in the objective world, this activity was intended to trouble and complicate the categories 'subjective' and 'objective' , whilst enabling students to become both more autonomous and other-oriented. The intention behind this article is to develop the theoretical vocabulary of praxis available to educational researchers and practitioners. Some ideas from Lacanian psychoanalysis are introduced, followed by extensive discussion of Slavoj Žižek's concepts, 'act' and 'event' . The key argument is that in a nascent educative praxis, 'subjective' and 'objective' perspectives can be understood not as fixed points of reference, but as dual orientations on a flow of signification. These ideas are developed alongside detailed examination of two university-based research sessions with student teachers. With reference to session activities, a rationale is provided for an emerging educative praxis, in which students explore creative tensions between 'subjective' and 'objective' perspectives on school-based practice.

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Section: Marx Hegel and Praxismentioning

confidence: 99%

An exploration of educativepraxis: Reflections on Marx’s conceptpraxis,informed by the Lacanian conceptsactandevent

Hanley

2017

Educational Philosophy and Theory

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“…If this conjecture is accepted then "gaming" can be seen as performative actions that might be taken by school leaders in an attempt to ensure that pupil outcomes meet the needs of accountability performance measures rather than designing these to meet the learning needs of individual pupils. Performativity is the idea that organisations operate in a way that maximises outcomes in terms of performance frameworks and that other elements of their operations are subservient (Lyotard 1984;Locke 2015). In the case of a business organisation this framework could conceivably be focused on the maximisation of the profit measure, whereas in an education situation it could be focused on measures of attainment or progress by pupils in a school or responses to school inspections.…”

Section: Gamification and Gamingmentioning

confidence: 99%

“…Such measures could be characterised as a "performative" response (Lyotard. 1984;Locke 2015) Whilst this study is focused on gaming in secondary school contexts, there is literature that supports a contention is gaming, characterised by performative responses to policy, is also experienced in primary schools (Hardy and Lewis, 2017;Keddie, 2017; Braun and Maguire, 2018) and in further education. Boocock (2014) explains the situation in a further education college where the staff are engaged by senior management in performative (gaming) activities designed to improve success rates.…”

Section: Gamification and Gamingmentioning

confidence: 99%

“…There are many press reports of the tactics that are used by schools to try and mislead inspection teams, for example, Clark, 2005;Chadwick, 2010;Kershaw, 2010;Williams, 2010;Huddersfield Daily Examiner, 2012;Radnedge, 2012;Stewart, 2012;Barrett, 2015;Cockerell, 2012;Elvin, 2015;Mackley, 2015. In her study, Perryman locates the changes to the school's operations in response to inspection pressures as being located within a notion of performativity (Lyotard, 1984;Locke, 2015).…”

Section: B) Inspection As a Component Of Accountabilitymentioning

confidence: 99%

“…A performative response is where organisations and individuals operate to meet the needs of performance frameworks. It was initially explained by Lyotard (1984) and follows from a Foucauldian analysis that is further developed by Locke (2015). Such a lens would seem to provide a reason for the existence of gaming.…”

Section: B) Inspection As a Component Of Accountabilitymentioning

confidence: 99%

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Whose interests? Gaming, School Type, Social Justice and Pupils’ Post-16 Access

Brewster¹

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Whose interests? Gaming, school type, social justice and pupils' post-16 access Access to post-16 education has critical implications for young people's life chances. An important aspect of access to this provision is the qualification mix and attainment level that learners achieve at the end of compulsory schooling. In England, this mix usually consists of academic qualifications, GCSEs, and qualifications that are vocationally related. Previous research has shown that schools can implement strategies that seek to maximise pupil outcomes for accountability purposes rather than meeting learners' needs. This is defined in the literature as gaming. The focus of this study is to ascertain if gaming by certain school types and contexts is being used to meet accountability measures and if there is a relationship with post-16 access. After conducting a critical scoping exercise that considered the educational and political background and landscape, four research questions were devised that enabled the issue to be examined. Using a critical-realist approach, a mixed-methods study was designed to respond to the questions and address the key issue. The methods used included; a quantitative study to examine issues of qualification access and use and variable interactions, a qualitative study of nine school and college leaders across contexts, and a series of interviews with twenty-one learners undertaking post-16 programmes in a lowperforming and disadvantaged location in a northern city. It would be remiss of me not to mention and thank my excellent and supportive supervisory team. My Director of Studies, Sean Demack, has been an invaluable source of help and advice. Without his support and guidance there is no doubt that this project would not have been completed. Prof. Mark Boylan is a real critical friend. His advice has been so helpful, especially regarding the construction of the discourse and narrative. Prof. Colin McCaig has kept a keen eye on my line of argument and ensured that I remained focused on the key issues. You have made me think differently and taught me so much. Thank you. My fellow research students in Unit 7 have also been there for me; supportive, helpful and ensuring that I remain grounded whilst we journey together. They know who they are. I would, however, especially like to thank Dr Chris Bailey for his help with my illustrations. I would also like to thank all those who gave generously of their time to participate in this study, both pupils and staff. You continue to inspire me.

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