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Teachers, performative techniques and professional values: How performativity becomes humanistic through interplay mechanisms
Örebro University, Örebro University School of Business. Faculty of Business, Languages, and Social Sciences, Østfold University College, Halden, Norway. (CEROC)ORCID iD: 0000-0002-7153-3977
Örebro University, Örebro University School of Business. (CEROC)ORCID iD: 0000-0003-3676-5155
2020 (English)In: Cambridge Journal of Education, ISSN 0305-764X, E-ISSN 1469-3577, Vol. 50, no 6, p. 695-710Article in journal (Refereed) Published
Abstract [en]

In recent years, research has pointed to the development of ‘post-performative’ teachers and cultures within the education system. This article provides explanations for how it is possible that teachers marked by performative rationality also hold and enact seemingly humanistic professional values. The study points to three interplay mechanisms that reconstitute teachers’ understandings of the role that the techniques and values play, including a reconstruction of professional values in performative terms. Thus, the article provides an explanation for the alignment of performativity and humanism in ambiguous school contexts.

Place, publisher, year, edition, pages
Routledge, 2020. Vol. 50, no 6, p. 695-710
Keywords [en]
Performativity, Profession, Sweden, Teacher
National Category
Business Administration
Research subject
Business Studies
Identifiers
URN: urn:nbn:se:oru:diva-82022DOI: 10.1080/0305764X.2020.1761943ISI: 000539116200001Scopus ID: 2-s2.0-85085606785OAI: oai:DiVA.org:oru-82022DiVA, id: diva2:1431964
Funder
Swedish Research Council, 2013-784Available from: 2020-05-25 Created: 2020-05-25 Last updated: 2021-12-13Bibliographically approved

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Frostenson, MagnusEnglund, Hans

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