Methodology, Fake Learning, and Emotional Performativity

Autor/in	Macfarlane, Bruce
Titel	Methodology, Fake Learning, and Emotional Performativity
Quelle	In: ECNU Review of Education, 5 (2022) 1, S.140-155 (16 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Macfarlane, Bruce)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2096-5311
DOI	10.1177/2096531120984786
Schlagwörter	Research Methodology; Graduate Students; Academic Language; Scholarship; Writing (Composition); Social Sciences; Doctoral Dissertations; Theses; Accountability; Deception; Ethics; Student Research; Higher Education; Qualitative Research + Suchen Sie Ihr Suchwort? Research method; Forschungsmethode; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Scholarships; Stipendium; Schreibübung; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Doctoral dissertation; Doctoral thesis; Doctoral theses; Dissertationsschrift; These; Verantwortung; Täuschung; Ethik; Studentenforschung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Qualitative Forschung
Abstract	Purpose: Academics are at the forefront of criticisms about so-called "fake news" considered to undermine evidence-based approaches to the understanding of complex social, political, and economic issues. However, universities contribute to the production of fake news through the legitimization of measures that promote student performativity rewarding their academic non-achievements. This conceptual article will seek to illustrate how this can occur via the writing of methodology chapters by postgraduate students. Design/Approach/Methods: This article provides a critical analysis of the writing of methodology chapters in dissertations and theses in postgraduate education in the social sciences. In so doing, it applies the concept of performativity to student learning. Findings: It is argued that the pressures on students to comply with the requirements of emotional performativity in respect to ideology and method in close-up, qualitative research can lead to fake learning. This phenomenon may be exemplified by reference to a number of practices, namely, phony positionality, methodolatry, ethical cleansing, participatory posturing, and symbolic citation. Originality/Value: This article provides an illustration of the concept of student performativity. It demonstrates that emotional performativity plays a significant role in the way in which students are required to comply with expectations that give rise to inauthenticity in learning. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01