Performative practices and ‘authentic accountabilities’: Targeting students, targeting learning?
Keywords:
accountability, performativity, standardized tests, data, teacher learningAbstract
This paper critiques recent practices in schooling, particularly efforts to enhance student learning outcomes for more performative purposes. Such practices have become increasingly prevalent as part of a broader trend towards results-oriented accountability practices, with concomitant pressures upon teachers and students to achieve particular outcomes as evidence of improvement—and often in relation to various forms of local, national, and international standardized tests. The research draws upon experiences of teachers in one school in Australia as they grappled with various reform initiatives as part of their overall School Improvement Plan to enhance educational outcomes for students. This paper draws upon theorizing and research into specific practices of performativity, particularly how children, data and teachers’ learning processes are all constituted as “targets” for continuous intervention. As well as revealing the problematic effects of more performative accountabilities, the research also shows how alternative more “authentic” forms of accountability were in evidence and enacted by those constituted through these processes. This paper seeks to provide insights into how teachers’ work and learning are heavily influenced by performative pressures, but also how teachers might contest the more instrumental and technicist influences of such practices.
Downloads
Published
Issue
Section
License
The International Education Journal: Comparative Perspectives is the official journal of the Oceania Comparative and International Education Society. The IEJ, (ISSN 1443-1475), publishes a general volume bi-annually in July and December and also publishes Special Editions occasionally. It is a free, open-access scholarly journal, managed by volunteers. There are no article processing charges, or any charges to authors.
In relation to intellectual property, as of 2020, the IEJ: CP claims only first publication rights; copyright of all work published in the journal remains with the authors under Creative Commons copyright license CC-BY-ND (4.0). Author(s) retain all rights to their works, ensuring that reference to the International Education Journal: Comparative Perspectives is clearly stated on any copies made or distribution. Submissions must not involve third parties with a claim to copyright, and be the sole work of the author(s). It is the responsibility of the author(s) to secure permission to reproduce photographs, illustrations, figures or tables. Single images, tables or figures can be re-used . If more than a single image or table are to be re-used authors must attribute first publication to IEJ: CP notify the IEJ: CP Editor. Authors may also make derivative works which are subject to these limitations.
See https://creativecommons.org/licenses/by-nd/4.0/ for more detail.
Re-distributed or used material must be referenced to the International Education Journal: Comparative Perspectives.