Embodiment and Becoming in Secondary Drama Classrooms: The Effects of Neoliberal Education Cultures on Performances of Self and of Drama Texts

Autor/inn/en	Lambert, Kirsten; Wright, Peter; Currie, Jan; Pascoe, Robin
Titel	Embodiment and Becoming in Secondary Drama Classrooms: The Effects of Neoliberal Education Cultures on Performances of Self and of Drama Texts
Quelle	In: Critical Studies in Education, 60 (2019) 2, S.149-167 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lambert, Kirsten) ORCID (Wright, Peter) ORCID (Pascoe, Robin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-8487
DOI	10.1080/17508487.2016.1238402
Schlagwörter	Drama; Neoliberalism; Criticism; Teaching Methods; Educational Philosophy; Self Concept; Competition; Power Structure; Governance; Sexual Identity; Teacher Attitudes; Student Attitudes; Foreign Countries; English Literature; Transformative Learning; Gender Differences; High School Students; Performance; Australia + Suchen Sie Ihr Suchwort? Schauspiel; Neo-liberalism; Neoliberalismus; Kritik; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsphilosophie; Erziehungsphilosophie; Selbstkonzept; Wettkampf; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Geschlechtsidentität; Sexuelle Identität; Lehrerverhalten; Schülerverhalten; Ausland; Englische literatur; Pädagogische Transformation; Geschlechterkonflikt; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Achievement; Leistung; Australien
Abstract	This article explores the effects of neoliberalism and performative educational cultures on secondary school drama classrooms. We consider the ways Deleuze and Guattari's schizoanalysis and Butler's concept of gender performance enable us to chart the embodied, relational, spatial and affective energies that inhabit the often neoliberal and heterosexually striated space of the drama classroom. These post-humanist analyses are useful methodological tools for mapping the complexities of student becomings in the space context of the secondary school. We also show how Foucault's governmentality and Ball's theory of competitive performativity are particularly salient in the context of immanent capitalism that shapes the desires of its subjects. These frameworks, when combined, can be useful in critiquing neoliberal educational assemblages and in indicating emerging deterritorializations and lines of flight in teachers and students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01