The Neo-Performative Teacher: School Reform, Entrepreneurialism and the Pursuit of Educational Equity

Autor/inn/en	Wilkins, Chris; Gobby, Brad; Keddie, Amanda
Titel	The Neo-Performative Teacher: School Reform, Entrepreneurialism and the Pursuit of Educational Equity
Quelle	In: British Journal of Educational Studies, 69 (2021) 1, S.27-45 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gobby, Brad) ORCID (Keddie, Amanda)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1005
DOI	10.1080/00071005.2020.1739621
Schlagwörter	Entrepreneurship; Educational Change; Neoliberalism; Accountability; Instructional Leadership; Equal Education; Governance; Models; Professionalism; Social Justice; High Stakes Tests; Administrative Organization; Charter Schools; Teaching Conditions; Professional Identity; Institutional Characteristics; Elementary Secondary Education; Foreign Countries; School Administration; Academic Achievement; Performance Based Assessment; United Kingdom (England) + Suchen Sie Ihr Suchwort? Unternehmungsgeist; Bildungsreform; Neo-liberalism; Neoliberalismus; Verantwortung; Instruction; Leadership; Bildung; Erziehung; Führung; Education; Educational policy; Financing; Steuerung; Bildungspolitik; Finanzierung; Analogiemodell; Professionalität; Soziale Gerechtigkeit; Charter school; Charter-Schule; Lehrbedingungen; Unterrichtsbedingungen; Ausland; Schulleistung; Leistungsermittlung
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01