File(s) under permanent embargo
The intensification of performativity in early childhood education
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.
History
Journal
Journal of curriculum studiesVolume
47Issue
5Pagination
633 - 652Publisher
Taylor & FrancisLocation
London, Eng.Publisher DOI
ISSN
0022-0272eISSN
1366-5839Language
engPublication classification
C1 Refereed article in a scholarly journal; C Journal articleCopyright notice
2015, Taylor & FrancisUsage metrics
Categories
No categories selectedKeywords
Licence
Exports
RefWorks
BibTeX
Ref. manager
Endnote
DataCite
NLM
DC