Creativity and Performativity Policies in Primary School Cultures

Autor/inn/en	Troman, Geoff; Jeffrey, Bob; Raggl, Andrea
Titel	Creativity and Performativity Policies in Primary School Cultures
Quelle	In: Journal of Education Policy, 22 (2007) 5, S.549-572 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0939
Schlagwörter	Foreign Countries; Elementary Education; Educational Policy; School Culture; Accountability; Outcome Based Education; Creative Teaching; Educational Change; National Curriculum; Qualitative Research; Teacher Attitudes; Rewards; Interviews; Elementary School Teachers; Ethnography; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Elementarunterricht; Politics of education; Bildungspolitik; Schulkultur; Schulleben; Verantwortung; Lernerfolgsmessung; Creative thinking; Teaching; Kreatives Denken; Unterricht; Bildungsreform; Qualitative Forschung; Lehrerverhalten; Reward; Belohnung; Interviewing; Interviewtechnik; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ethnografie
Abstract	Cultures of performativity in English primary schools refer to systems and relationships of: target-setting; Ofsted inspections; school league tables constructed from pupil test scores; performance management; performance related pay; threshold assessment; and advanced skills teachers. Systems which demand that teachers "perform" and in which individuals are made accountable. These policy measures, introduced to improve levels of achievement and increased international economic competitiveness, have, potentially, profound implications for the meaning and experience of primary teachers' work; their identities; their commitment to teaching; and how they view their careers. At the same time as policies of performativity are being implemented there is now increasing advocacy for the adoption and advancement of "creativity" policies within primary education. These major developments are being introduced in the context of a wide range of social/educational policies also aimed at the introduction of creativity initiatives into schools and teaching. This complex policy context has major implications for the implementation process and also primary teachers' work and how they experience it. The ethnographic research reported in this article has been conducted over a school year in six English primary schools in order to analyse the effects of creativity and performativity policy initiatives at the implementation stage. The article concludes by arguing that in the schools of our research the drive to raise pupil test scores involves both performative and creative strategies and that this critical mediation goes beyond amelioration toward a more complex view of professional practice. Implementing creativity and performativity policies provided important contextual influencing factors on teacher commitment. These were: curriculum coverage and task completion; and providing psychic rewards of teaching. (Contains 1 figure and 1 table.) (Author).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10