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Performative Technology Intensity and Teacher Subjectivities
Örebro universitet, Handelshögskolan vid Örebro Universitet. (CEROC)ORCID-id: 0000-0003-3676-5155
Örebro universitet, Handelshögskolan vid Örebro Universitet. (CEROC)ORCID-id: 0000-0002-7153-3977
Örebro universitet, Handelshögskolan vid Örebro Universitet. (CEROC)
2019 (Engelska)Ingår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 63, nr 5, s. 725-743Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

Critical educational literature suggests that an increased reliance upon neoliberally inspired management technologies transforms the very foundations from which images of the ideal teacher are constructed. The purpose of this paper is to add to this literature by (i) identifying and analysing a number of theoretical qualities associated with performative technologies, and (ii) discussing how such qualities contribute to the emergence of performative teacher subjectivities. Drawing upon the findings from a qualitative interview study into the extensive use of performative technologies in a Swedish upper secondary school, we discuss four key roles of performative technologies—referred to as territorializing, mediating, adjudicating, and subjectivizing—and the intensity by which they play out such roles. A key conclusion is that the intensity by which performative technologies territorialize, mediate, and adjudicate educational practices affects self-reflection and internalization among teachers and, hence, is important for understanding the subjectivizing role of performative technologies.

Ort, förlag, år, upplaga, sidor
Routledge, 2019. Vol. 63, nr 5, s. 725-743
Nyckelord [en]
Performative technology, intensity, subjectivizing, teacher
Nationell ämneskategori
Företagsekonomi
Forskningsämne
Företagsekonomi
Identifikatorer
URN: urn:nbn:se:oru:diva-65001DOI: 10.1080/00313831.2018.1434825ISI: 000472121900006Scopus ID: 2-s2.0-85041904105OAI: oai:DiVA.org:oru-65001DiVA, id: diva2:1182520
Forskningsfinansiär
Vetenskapsrådet, 2013-784
Anmärkning

Funding Agency:

Örebro Universitet

Tillgänglig från: 2018-02-13 Skapad: 2018-02-13 Senast uppdaterad: 2019-11-11Bibliografiskt granskad

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Englund, HansFrostenson, MagnusBeime, Kristina S.

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Englund, HansFrostenson, MagnusBeime, Kristina S.
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Scandinavian Journal of Educational Research
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