NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ893237
Record Type: Journal
Publication Date: 2010-Aug
Pages: 20
Abstractor: As Provided
Reference Count: N/A
ISSN: ISSN-0022-0620
Speaking "over" Performativity
White, Julie
Journal of Educational Administration and History, v42 n3 p275-294 Aug 2010
In a time where standards and accountability override trust in teachers and principals, mandated versions of pedagogy have recently appeared in the Australian landscape. This article critiques one pedagogical reform initiative and suggests that in performative times, it may be preferable for principals and teachers to speak "over" reform than to speak "back" to it. While reference to competency standards increasingly replaces discussion about professionalism, the argument is developed here that key elements of professionalism include trust, agency, identity and judgement, which are excluded from the standards discourse. The article proposes that the tenuous hold teachers have on professionalism might be strengthened by critical school leaders adept at navigating their way around performative demands and who encourage teachers to speak "over" codes about appropriate behaviour to instead explore what it means to be a teacher professional. (Contains 95 footnotes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia