The intensification of performativity in early childhood education

Kilderry, Anna 2015, The intensification of performativity in early childhood education, Journal of curriculum studies, vol. 47, no. 5, pp. 633-652, doi: 10.1080/00220272.2015.1052850.

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Title The intensification of performativity in early childhood education
Author(s) Kilderry, AnnaORCID iD for Kilderry, Anna
Journal name Journal of curriculum studies
Volume number 47
Issue number 5
Start page 633
End page 652
Total pages 20
Publisher Taylor & Francis
Place of publication London, Eng.
Publication date 2015
ISSN 0022-0272
Keyword(s) early childhood teaching
critical discourse analysis
Summary Operating within a neoliberal education reform context, performativity and teaching in schools has been a focus of study for a number of years. However, less is known about the effects of performativity on teaching and curriculum in the early childhood (preschool) context. Making a case for the intensification of performativity in Australian early childhood education, this paper reports on findings from a doctoral study and draws on research literature from the past fourteen years to illustrate how performative measures have increasingly affected teaching and curriculum. The way that performativity has intensified is discussed in three chronological phases, performativity emerging, consolidating and normalised. Teacher interview transcripts and curricular related policies were analysed using critical discourse analysis and Ranson’s typology of accountability regimes. Findings reveal that early childhood teachers have different ways of responding to performativity, with the teacher featured in this paper displaying three types of performative accountability: anxiety, confidence, and disregard. An implication arising from this paper’s findings illustrates how the effects of performativity on teaching and curriculum can be complex, contradictory and at times, unintended.
Language eng
DOI 10.1080/00220272.2015.1052850
Field of Research 130102 Early Childhood Education (excl Maori)
1302 Curriculum And Pedagogy
Socio Economic Objective 930302 Syllabus and Curriculum Development
HERDC Research category C1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Copyright notice ©2015, Taylor & Francis
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Document type: Journal Article
Collections: Faculty of Arts and Education
School of Education
2018 ERA Submission
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