Teachers, performative techniques and professional values: how performativity becomes humanistic through interplay mechanisms

In recent years, research has pointed to the development of 'post-performative' teachers and cultures within the education system. This article provides explanations for how it is possible that teachers marked by performative rationality also hold and enact seemingly humanistic professiona...

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Bibliographic Details
Published in:Cambridge journal of education 2020-11, Vol.50 (6), p.695-710
Main Authors: Frostenson, Magnus, Englund, Hans
Format: Article
Language:English
Subjects:
Business Studies
Educational Change
Educational systems
Foreign Countries
Företagsekonomi
Humanism
Ideology
Learning environment
Performativity
Profession
Rationality
Secondary Education
Secondary School Teachers
Sweden
Teacher
Teacher Attitudes
Teacher Effectiveness
Teacher Responsibility
Teacher Role
Teachers
Teamwork
Values
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Summary:In recent years, research has pointed to the development of 'post-performative' teachers and cultures within the education system. This article provides explanations for how it is possible that teachers marked by performative rationality also hold and enact seemingly humanistic professional values. The study points to three interplay mechanisms that reconstitute teachers' understandings of the role that the techniques and values play, including a reconstruction of professional values in performative terms. Thus, the article provides an explanation for the alignment of performativity and humanism in ambiguous school contexts.
ISSN:0305-764X
1469-3577
1469-3577
DOI:10.1080/0305764X.2020.1761943