The neo-performative teacher accepted version Feb 2020.docx (59.23 kB)
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The neo-performative teacher: school reform, entrepreneurialism and the pursuit of educational equity

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journal contribution
posted on 10.05.2022, 05:38 by C Wilkins, Brad Gobby, Amanda Keddie
The impact of neoliberal reforms of education systems on the work of teachers and school leaders, particularly in relation to high-stakes accountability frameworks, has been extensively studied in recent decades. One significant aspect of neoliberal schooling is the emergence of quasi-autonomous public schools (such as Academies in England, Charter Schools in the USA and Independent Public Schools in Australia), characterised by heterarchical governance models, the promotion of entrepreneurial leadership cultures, and the promotion of a discourse of pursuing educational equity by means of ‘achievement for all’. This paper explores the emergence of a mode of teacher professionalism characteristic of these quasi-autonomous schools, and conceptualises this as being ‘neo-performative’. The neo-performative profession is shaped by the shift in the focus of the regulation and management of schools from ‘governing to governance’, and the consequential rise of the ‘responsibilised profession’, and marked by the emergence of an entrepreneurial model of school leadership. The paper argues that this new conceptualisation of teacher professionalism requires further, more focused, empirical study in order to explore how neoperformative teachers and school leaders articulate their vision of educational equity and social justice, and how they enact this vision in an increasingly intensified high-stakes accountability culture.

History

Citation

British Journal of Educational Studies Volume 69, 2021 - Issue 1

Author affiliation

School of Education, University of Leicester

Version

AM (Accepted Manuscript)

Published in

British Journal of Educational Studies

Volume

69

Issue

1

Pagination

27 - 45

Publisher

Taylor & Francis (Routledge)

issn

0007-1005

eissn

1467-8527

Acceptance date

14/02/2020

Copyright date

2020

Available date

10/05/2022

Language

eng