ERIC Number: EJ1066430
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 49
Performance Government: Activating and Regulating the Self-Governing Capacities of Teachers and School Leaders
O'Brien, Peter C.
Educational Philosophy and Theory, v47 n8 p833-847 2015
This article analyses "performance government" as an emergent form of rule in advanced liberal democracies. It discloses how teachers and school leaders in Australia are being governed by the practices of performance government which centre on the recently established Australian Institute for Teaching and School Leadership (AITSL) and are given direction by two major strategies implicit within the exercise of this form of power: activation and regulation. Through an "analytics of government" of these practices, the article unravels the new configurations of corporatized expert and academic knowledge--and their attendant methods of application--by which the self-governing capacities of teachers and school leaders are being activated and regulated in ways that seek to optimize the performance of these professionals. The article concludes by outlining some of the dangers of performance government for the professional freedom of educators and school leaders.
Descriptors: Foreign Countries, Power Structure, Educational Philosophy, Governance, Professional Autonomy, Performance Based Assessment, Specialists, Pedagogical Content Knowledge, Standards, Teacher Effectiveness, Instructional Effectiveness
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Location: Australia