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At the altar of educational efficiency: performativity and the role of the teacher

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Show simple item record Hennessy, Jennifer Mannix McNamara, Patricia 2013-10-29T14:09:54Z 2013-10-29T14:09:54Z 2013
dc.description peer-reviewed en_US
dc.description.abstract This paper critiques the impact of neo-liberalism on postprimary education, and in particular on the teaching of English. The paper explores the implications of performativity and exam-driven schooling on the teaching and learning of poetry. The authors argue that meeting the demands of an education system dominated by technicism and standardisation poses considerable challenge to teacher autonomy and pedagogy. They also draw attention to the uncontested dominance of this social contract in education and suggest it to be a catalyst for the standardisation and commodification of knowledge that has resulted in considerable de-professionalisation of English teachers. The paper proposes that as a result teachers are confronted with the choice of conformity or resistance in their practice, and argues that counterhegemonic endeavour is urgently needed in the drive to redress this circumstance. en_US
dc.language.iso eng en_US
dc.publisher University of Waikato, School of Education en_US
dc.relation.ispartofseries English Teaching:Practice and Critique;12(1), pp. 6-22
dc.subject neo-liberalism en_US
dc.subject pedagogy en_US
dc.subject performativity en_US
dc.subject poetry en_US
dc.subject standardisation en_US
dc.subject teacher deprofessionalisation en_US
dc.subject agency en_US
dc.title At the altar of educational efficiency: performativity and the role of the teacher en_US
dc.type info:eu-repo/semantics/article en_US
dc.type.supercollection all_ul_research en_US
dc.type.supercollection ul_published_reviewed en_US
dc.rights.accessrights info:eu-repo/semantics/openAccess en_US
dc.internal.rssid 1555968

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