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Performativity, Politics and Education
From Policy to Philosophy
Series: - Educational Futures, Volume: 76
Author:
This book provides a distinctive perspective on some of the ways in which performativity, as an expression of neoliberal and managerialist thinking, âworksâ in specific policy contexts. It pays particular attention to higher education and considers how the logic of performativity reconfigures our sense of what it means to engage in worthwhile research, what it means to be âwellâ, and, ultimately, what it means to be human.
Philosophy of education, conceived not just as a domain of scholarly activity but as a way of life, rubs against the grain of performativity. In a performance-driven world, efficiency, measurability and predictability are all important. A philosophical life in education is often unpredictable, uncertain and âinefficientâ; it creates a kind of intellectual restlessness that can never be fully satisfied.
Performativity, Politics and Education: From Policy to Philosophy suggests that the current obsession with productivity, performance and prosperity is misguided. It argues that policies and practices underpinned by the principle of performativity are dehumanising and offers an alternative approach: an orientation to education grounded in a philosophy of hope and underpinned by a commitment to collegiality, constructive critique and ongoing dialogue.
Philosophy of education, conceived not just as a domain of scholarly activity but as a way of life, rubs against the grain of performativity. In a performance-driven world, efficiency, measurability and predictability are all important. A philosophical life in education is often unpredictable, uncertain and âinefficientâ; it creates a kind of intellectual restlessness that can never be fully satisfied.
Performativity, Politics and Education: From Policy to Philosophy suggests that the current obsession with productivity, performance and prosperity is misguided. It argues that policies and practices underpinned by the principle of performativity are dehumanising and offers an alternative approach: an orientation to education grounded in a philosophy of hope and underpinned by a commitment to collegiality, constructive critique and ongoing dialogue.
Peter Roberts is Professor of Education and Director of the Educational Theory, Policy and Practice Research Hub at the University of Canterbury in New Zealand. His primary areas of scholarship are philosophy of education and educational policy studies.
Notes on Original Publications
Introduction: From Policy to Philosophy: Education in the Era of Performativity
1 Performativity, Big Data and Higher Education: The Death of the Professor?
â1 Introduction
â2 Knowledge, Performativity and the Death of the Professor
â3 Higher Education in the Age of Big Data
â4 Conclusion
2 Academic Dystopia: Knowledge, Efficiency and Intellectual Life
â1 Introduction
â2 Knowledge, Efffijiciency and Performativity
â3 Performance-Based Research Funding in New Zealand
â4 Lyotard, Tertiary Education and the PBRF
â5 Conclusion: A Dystopian Future for the Academy?
3 Higher Education, Impact and the Internet: Publishing, Politics and Performativity
â1 Introduction
â2 Scholarly Publishing in the Age of the Internet
â3 Peer Review, Performativity and Impact
â4 Concluding Remarks
4 Problematising Productivity: Neoliberalism, Wellbeing and Education
â1 Introduction
â2 The Productivity Commissionâs Report: Context and Content
â3 A Critique
â4 Conclusion
5 âIt Was the Best of Times, It Was the Worst of Times â¦â: Philosophy of Education in the Contemporary World
â1 Introduction
â2 Shifting Sands: The Evolution of PESA
â3 Philosophy of Education as a Way of Life
â4 Conclusion
6 A Philosophy of Hope: Pedagogy, Politics and Humanisation
â1 Introduction
â2 Paulo Freire: Philosophy, Pedagogy, Practice
â3 Critical, Engaged Teaching: Ira Shor and bell hooks
â4 Conclusion: A Philosophy of Hope
7 Philosophy of Education as a Way of Life: A Case Study
â1 Introduction
â2 Schooling and Uuniversity Experiences
â3 Academic Life
â4 Conclusion
References
Index
Introduction: From Policy to Philosophy: Education in the Era of Performativity
1 Performativity, Big Data and Higher Education: The Death of the Professor?
â1 Introduction
â2 Knowledge, Performativity and the Death of the Professor
â3 Higher Education in the Age of Big Data
â4 Conclusion
2 Academic Dystopia: Knowledge, Efficiency and Intellectual Life
â1 Introduction
â2 Knowledge, Efffijiciency and Performativity
â3 Performance-Based Research Funding in New Zealand
â4 Lyotard, Tertiary Education and the PBRF
â5 Conclusion: A Dystopian Future for the Academy?
3 Higher Education, Impact and the Internet: Publishing, Politics and Performativity
â1 Introduction
â2 Scholarly Publishing in the Age of the Internet
â3 Peer Review, Performativity and Impact
â4 Concluding Remarks
4 Problematising Productivity: Neoliberalism, Wellbeing and Education
â1 Introduction
â2 The Productivity Commissionâs Report: Context and Content
â3 A Critique
â4 Conclusion
5 âIt Was the Best of Times, It Was the Worst of Times â¦â: Philosophy of Education in the Contemporary World
â1 Introduction
â2 Shifting Sands: The Evolution of PESA
â3 Philosophy of Education as a Way of Life
â4 Conclusion
6 A Philosophy of Hope: Pedagogy, Politics and Humanisation
â1 Introduction
â2 Paulo Freire: Philosophy, Pedagogy, Practice
â3 Critical, Engaged Teaching: Ira Shor and bell hooks
â4 Conclusion: A Philosophy of Hope
7 Philosophy of Education as a Way of Life: A Case Study
â1 Introduction
â2 Schooling and Uuniversity Experiences
â3 Academic Life
â4 Conclusion
References
Index
Academics, teachers and postgraduate students with a critical interest in educational policies and practices in a performance-driven world.