The intensification of performativity in early childhood education.

Autor/in	Kilderry, Anna
Titel	The intensification of performativity in early childhood education.
Quelle	In: Journal of curriculum studies, 47 (2015) 5, S. 633-652Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0272; 1366-5839
DOI	10.1080/00220272.2015.1052850
Schlagwörter	Frühpädagogik; Curriculum; Leistung
Abstract	Operating within a neoliberal education reform context, performativity and teaching in schools has been a focus of study for a number of years. However, less is known about the effects of performativity on teaching and curriculum in the early childhood (preschool) context. Making a case for the intensification of performativity in Australian early childhood education, this paper reports on findings from a doctoral study and draws on research literature from the past fourteen years to illustrate how performative measures have increasingly affected teaching and curriculum. The way that performativity has intensified is discussed in three chronological phases, performativity emerging, consolidating and normalised. Teacher interview transcripts and curricular related policies were analysed using critical discourse analysis and Ranson's typology of accountability regimes. Findings reveal that early childhood teachers have different ways of responding to performativity, with the teacher featured in this paper displaying three types of performative accountability: anxiety, confidence, and disregard. An implication arising from this paper's findings illustrates how the effects of performativity on teaching and curriculum can be complex, contradictory and at times, unintended.
Erfasst von	IPN - Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik an der Universität Kiel
Update	2016/1