This article explores Lyotard's notion of performativity through an engagement with McKenzie's analysis of performance as a "formation of knowledge and power" that has displaced the notion of discipline as the tool for social evaluation. Through conditions of "performance" capitalism, education is to conform to a logic of performativity that ensures not only the efficient operation of the state in the world market, but also the continuation of a global culture of performance. I further trace Lyotard's postmodern aesthetic of experimentation through performance as an "event" in an analogous attempt to track the process of cultural production in terms that acknowledge the temporality of the event so as not to reduce the artwork to a commodity, knowledge to information, and "performance" to be managed. Where this has critical traction is in education, a site that deals with the intersection of politics, art, theory, philosophy and history--in short, a site where all aspects of "performance" are fully realized. This article engages with the key ideas of these thinkers' approaches to notions of performance, and assesses their relevance for an understanding of the ambiguities of "performance" in contemporary education institutions.