Making accountable teachers: the terrors and pleasures of performativity

This article draws from Stephen Ball's work on markets, managerialism, and performativity to frame a comparative study that examines the reconstitution of the teacher-subject across a pivotal decade in which neoliberal standards and accountability reforms effected significant changes in US educ...

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Vydané v:Journal of education policy Ročník 33; číslo 3; s. 361 - 382
Hlavní autori: Holloway, Jessica, Brass, Jory
Médium: Journal Article
Jazyk:English
Vydavateľské údaje: London Routledge 04.05.2018
Taylor & Francis Ltd
Predmet:
Academic Standards
Accountability
Autonomy
Beginning Teachers
Commercialization
Comparative Analysis
Comparative studies
Educational Change
Educational Legislation
Educational Quality
English Teachers
Federal Aid
Federal Legislation
Federal Programs
Knowledge Base for Teaching
Management
Managerial authority
Neoliberalism
No Child Left Behind
No Child Left Behind Act 2001-US
Normalization
Performativity
Politics of Education
Professional Autonomy
Professional knowledge
Professionalism
Public administration
Qualitative Research
Race
Race to the Top
Semi Structured Interviews
Subjectivity
teacher accountability
Teacher Evaluation
Teachers
Value Added Models
value-added measures
ISSN:0268-0939, 1464-5106
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Shrnutí:This article draws from Stephen Ball's work on markets, managerialism, and performativity to frame a comparative study that examines the reconstitution of the teacher-subject across a pivotal decade in which neoliberal standards and accountability reforms effected significant changes in US education. It juxtaposes two qualitative studies conducted during the implementation of successive standards and accountability movements. The first study of early career English teachers coincided with the implementation of the Bush administration's No Child Left Behind Act of 2001 (NCLB), and the second took place nearly a decade later as states began to implement value-added teacher assessments in conjunction with the Obama administration's Race to the Top (RTTT). The juxtaposition of these two studies points to a paradigmatic shift in the construction of teachers' professional knowledge and subjectivity. While teachers of the first accountability stage positioned NCLB's (self-) disciplinary mechanisms as external intrusions on their autonomy, professionalism, and practice, the second group positioned RTTT's accountability mechanisms as the very modes by which they knew themselves and their quality. Thus, these studies show a collapse between the governed (i.e. teachers) and the government (i.e. accountability mechanisms) and the normalization of the marketized teacher, the managed teacher, and the performative teacher.
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ISSN:0268-0939
1464-5106
DOI:10.1080/02680939.2017.1372636