Session Information
19 SES 06, Creativity and Performativity Policies, Programmes and Practices in Europe (Part 2)
Symposium continued from 19 SES 05
Time:
2008-09-11
10:30-12:00
Room:
A1 316
Chair:
Geoff Troman
Discussant:
Bob Jeffrey
Contribution
Schools recently appear to have embraced extensive openness to manage accountability demands. The business of teaching has become a public affair. Openness is the key which validates the school’s interest in performativity.
This paper will provide examples from the six primary schools in our ESRC ethnographic research. We will discuss their external openness with reference to Foucaldian concepts. They are also open internally, as the back regions (Goffman, 1971) increasingly recede and are internalized.
We will then examine the co-existence of performance and performativity. Concepts of ‘managerial performativity’ (Lyotard, 1979) and of ‘governance performativity’ (Butler, 1993) will inform our discussion of how far performance and performativity merge to support each other.
Finally, we will consider two outcomes of this internal and external public gazing. Openness can lead to conformity and a ‘performativisation’ of creative teaching and learning. Public performances, on the other hand, can influence the spread of creative teaching and learning: teachers watch each other’s work and collaborate; pupils colonise school space as their own (Woods and Jeffrey, 2003); and space is used both as an open creative resource in which experiential and multi-sensory learning takes place, and as a performative space, with very different practices and meanings.
References
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