超越“表演恐怖”:二分法、身份和逃离全景

IF 1.9 Q2 EDUCATION & EDUCATIONAL RESEARCH
C. Goodley, Jane Perryman
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引用次数: 1

摘要

这篇文章通过两位前教师出身的学者的视角来审视斯蒂芬·鲍尔作品的影响,他们在他的论文《教师的灵魂与表演的恐怖》中因共同兴趣而相遇。我们注意到我们对这篇论文的个人反应,以及鲍尔的作品如何影响我们的思维、职业和研究。我们注意到,他高度可读、挑衅性的写作风格,以及对排行榜、检查和相关控制工具的热情谴责,似乎是新自由主义教育治理模式的核心,继续被证明有助于理解全球教育政策。本文还批判性地探讨了这篇具有开创性意义的论文对教师职业生活体验的影响。第一作者认为,虽然鲍尔的写作有助于理解教师面临的压力和斗争,但鲍尔对“顺从的身体”和“主体地位”等傅科式概念的使用可以被视为使教师扁平化,使他们成为被动的旁观者,而不是代理人式的专业人员。第二位作者回顾并回顾了这篇论文对她早期作品的影响,特别是对她“全景表演性”概念的影响,以及这篇论文和斯蒂芬·鲍尔的总体作品继续对更广泛的领域产生的影响。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Beyond the ‘terrors of performativity’: dichotomies, identities and escaping the panopticon
This article examines the influence of Stephen Ball’s work through the eyes of two former teachers turned academics who met through a mutual interest in his paper, ‘The teacher’s soul and the terrors of performativity’. We note our personal reactions to this particular paper and how Ball’s body of work has and continues to influence our thinking, careers and research. We note that his highly readable, provocative style of writing and passionate denunciation of league tables, inspections and the associated paraphernalia of control that appear central to neoliberal models of educational governance continue to prove useful in understanding global educational policy. This article also critically engages with the effects of such a seminal paper on the lived experience of the teaching profession. The first author argues that while Ball’s writing is useful to understand the pressures and struggles that teachers face, Ball’s use of Foucauldian notions such as ‘docile bodies’ and ‘subject-position’ can be seen to flatten out teachers, rendering them passive bystanders rather than agentic professionals. The second author revisits and recalls the influence of the paper on her early work, particularly on her concept of ‘panoptic performativity’, and the impact that the paper, and Stephen Ball’s work in general, continues to have on the wider field.
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来源期刊
London Review of Education
London Review of Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.90
自引率
6.70%
发文量
39
审稿时长
48 weeks
期刊介绍: London Review of Education (LRE), an international peer-reviewed journal, aims to promote and disseminate high-quality analyses of important issues in contemporary education. As well as matters of public goals and policies, these issues include those of pedagogy, curriculum, organisation, resources, and institutional effectiveness. LRE wishes to report on these issues at all levels and in all types of education, and in national and transnational contexts. LRE wishes to show linkages between research and educational policy and practice, and to show how educational policy and practice are connected to other areas of social and economic policy.
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