Year: 2009
Type: article
Abstract: In this paper I frame the totalizing dominance of performativity in educational arenas in terms of its effects on professional thinking and attitudes. The problem is that the education professional's cognition ends up artificially obsessed with defined performance indicators and closed by default to the fluidity that should accompany reflective design practice. To mitigate this state of affairs, I propose that educators be encouraged to playfully consider non-performative goals, and that institutions can even welcome insincere or experimental consideration of non-performative educational goals. Such solutions may also correct excessively performative cultures outside educational contexts.
Source: London Review of Education
Author: Jude Chua Soo Meng
Institution: University of Oxford
Language: English
Subfield: Philosophy
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: bronze
OpenAlex ID: W2066560957