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I consider how teachers discursively instantiate their identities through narrative work, which I frame using the metaphor of weaving a tapestry of the self, and drawing together a conceptualisation of technologies of the self with ideas around performativity, agency and psycho-technologies. I have included data from my analysis of sixteen life history narrative interviews conducted in North West England with teachers at different stages of their careers. My analysis contributes to the burgeoning area of international research which has indicated the need to better understand teachers' sense of self, and intercedes with a unique insight into re-conceptualising identity development as discursive and performative. Three key aspects are addressed: how technologies of the self are instantiated via construction of the teaching self; how this self is performed as ethical with reference to normalised educational values; and how risk to this performance is "repaired". [ABSTRACT FROM AUTHOR]

Rural India is witnessing a surge in the number of low-cost, poor-friendly private schools that seemingly offer quality alternatives to government schools. Untangling stakeholders' viewpoints, this research explains how outcome and performance-focused learning, broadly known as neoliberal performativity in education, is enacted in these institutions. It was discovered that parents' and students' distinct livelihood risks and worries encourage performativity in the teaching-learning process. Performativity was recognized as an instrumental tactic for avoiding the temporal uncertainties and worries that come with low-income status. School administration practices performativity because it aligns well with the objective of administering schools at a low cost. Teachers, on the other hand, argued that such enactment deprives children of the essential and enriching learning experiences needed for long-term success. The study advances understanding in the field of low-cost rural education and its long-term effects on quality education. It also explicates how such schooling practices enact performativity through some local learning practices. [ABSTRACT FROM AUTHOR]

This article provides a conceptual reformulation of Merton's scientific ethos widely known by the acronym CUDOS (i.e. communism, universalism, disinterestedness and organised scepticism). While Merton perceived the threat to the autonomy of science as coming from outside the walls of academe, mainly in the form of nationalism and racism, the subsequent rise of neoliberalism and global market forces means that the scientific ethos is being undermined largely from within the university itself, leading to the DECAY (i.e. differentialism, egoism, capitalism and advocacy) of CUDOS. The STEM-ification of the humanities and social sciences academic community has led to the rise of a post-academic ethos. This manifests itself in professional pragmatism with academics facing both ways at the same time by remaining largely committed to Mertonian norms in theory but needing to adapt to the performative demands of DECAY as a new set of institutional norms that prevails in practice. [ABSTRACT FROM AUTHOR]

Increasingly there is an understanding of the complexities of heritage within UK research, practice and policy. This has contributed to a growing recognition of intangible heritage, however there remains low awareness, and lack of sustained support, for Intangible Cultural Heritage (ICH). This paper outlines a case study - 'The Man Engine Pilgrimage' a popular performative heritage event in 2016 that celebrated the ten-year anniversary of Cornwall as a WHS, designated 'Outstanding Universal Value'. Central to this heritage performance was a twelve metre tall mechanical puppet, replicating parts of the mining process, which made a pilgrimage across the Cornish landscape, visiting old mining sites as an act of community remembrance, spatial identity and celebration. These events called attention to ways that 'heritage' was used and celebrated through formal and informal processes and practices. The study in particular provided insight into structural changes in official heritage processes in Cornwall that facilitated bridging processes or entry points for 'from-below' voices and intangible heritage. The latter included performing Cornishness, which is explored as the living, sensorial embodied performance of heritage in public. This is a reflexive cultural process, where values and symbolic meanings are seen in action – a 'loose' space. Within this performativity meanings and values are created, negotiated, confirmed or refuted in this process of heritage making. [ABSTRACT FROM AUTHOR]

The openness of the future is rightly considered one of the qualifying aspects of the temporality of modern society. The open future, which does not yet exist in the present, implies radical unpredictability. This article discusses how, in the last few centuries, the resulting uncertainty has been managed with probabilistic tools that compute present information about the future in a controlled way. The probabilistic approach has always been plagued by three fundamental problems: performativity, the need for individualization, and the opacity of predictions. We contrast this approach with recent forms of algorithmic forecasting, which seem to turn these problems into resources and produce an innovative form of prediction. But can a predicted future still be an open future? We explore this specific contemporary modality of historical futures by examining the recent debate about the notion of actionability in precision medicine, which focuses on a form of individualized prediction that enables direct intervention in the future it predicts. [ABSTRACT FROM AUTHOR]

In this study, we argue that touch is a way of producing gender in preschool and our aim is to explore different kinds of matters that intersect with gendered touch practices in this context. Our theoretical starting points draw on the performativity of gender and the discursively constructed touch practices of early childhood educators. We analyse these discourses by employing intersectional analysis. The data consist of three group discussions among 27 female early childhood educators. The findings suggest that gendered touch practices intersect across children's age, materiality, time, place, and heteronormative assumptions. Furthermore, cultural conventions affect the ways in which children are touched and the kinds of touch that are considered appropriate in relation to gender. [ABSTRACT FROM AUTHOR]

The aim of this study is to analyze the relationship between performativity and literature in the philosophy of Jacques Derrida. It argues that the performativity of literature, which consists in the structural perversion of the force of language, underlies democratic forms of dissidence such as strike and protest. In this sense, protecting that strange institution called literature is crucial for safeguarding democracy and deconstructing the principle of sovereignty. The anarchy of force unleashed by literature constitutes a disruptive element of sovereignty, conceived as “self-performative”. [ABSTRACT FROM AUTHOR]

In this paper, I start from a posthumanist understanding of subjectivity to stress how our ways of relating do not follow from previously formed intentions but emerge in assemblages. The fact that we hold certain theoretical ascriptions does not assure that we will relate in ways that are consistent with them. We might intend to embrace diffractive, decentring and performative perspectives, and effectively do so at a content level. However, we might unwittingly reproduce representational, dichotomous, centring and identitarian ways of relating to ourselves, others, our work and so on. These ways of relating are often unacknowledged. I offer my concept of performative meta-reflexivity to interrogate which ways of relating are implicitly operating and to think about what they are producing. I suggest that this practice can be helpful to become response-able for the ways of relating that we find ourselves engaged in and what they generate. [ABSTRACT FROM AUTHOR]

By deploying the methodology of Judith Butler's notion of performativity, this article intends to understand the possibility of the concept of queerness beyond the possibilities of gender studies and queer theory and to develop a concept transcending the limits of identity. It is undeniable that Foucault's concept of disciplinarity is one of the major precursors of the notion of performativity, which is a more focused tool for what Foucault broadly devised. Both thinkers explain how the subject is a construction by power. They explain how bodies are marked, assigned, and manipulated and expose the banality with which these operations take one for granted. It is through unearthing the disciplinary aspects of performativity in Butler and foreseeing the performative aspects of disciplinarity in Foucault that this article finds its methodological perspective. It is notable that disciplinarity and, as its extension, performativity ultimately exposes the underlying ontology of identity as a 'truth effect' rather than as an apriori truth. The paper critically analyses the artist's identity and the artistic discourse to unravel the queerness or an underlying plurality of aesthetic experience using performativity as a formative tool. [ABSTRACT FROM AUTHOR]

Ten years on from the formation of SOLAS (An tSeirbhís Oideachais Leanúnaig agus Scileanna) and the Education and Training Boards (ETBs) in Ireland, it is appropriate to reflect on where adult education lies in the new Further Education and Training (FET) sector. This paper uses Denis O'Sullivan's schematisation of policy paradigms (2005) as an analytical tool, to explore the components of the new sector. New concepts have been introduced, such as 'FET' and 'active inclusion', others such as 'adult education' have disappeared, and others such as 'transversal skills', 'lifelong learning' and the 'needs of learners' have been adapted, introducing a language of doublespeak. The discourse has changed; a theme of performativity is now prioritised while the wider benefits of learning are mentioned, but not actioned. There is a new authority with bureaucratic social configurations and the identities of teachers and students are being reduced to producers and consumers of learning outcomes. This paper shows how these changes have resulted in a new neoliberal policy paradigm for adult education, with strong regulatory powers. Understanding this is the first step in questioning its authority and discussing if this is what we, as a society, want for the education of adults. [ABSTRACT FROM AUTHOR]

Through the use of photovoice interviews as a research method and drawing on Butler's performativity theory, this article investigates the performative constitution of the subjectivities of three academic women in Chinese non-elite universities by unpacking the multiple meanings of their aesthetic experiences. The study reveals that these women emphasized their bodily performance in the workplace, paying particular attention to their physical appearance, including dressing and using make-up, to explicitly perform their femininity. In this study, academic women's gendered subjectivities are produced by repetitive performative feminine bodies under the control of wider regulatory forces in terms of gender norms and institutional discourses. Our findings suggest that gender norms of beauty in the Chinese context have a profound impact on the three Chinese academic women's choice of dress and appearance management. We conclude that (i) femininity matters during the process of academic women's gendered subjectivity construction in the Chinese academic context; and ii) multiple and sometimes contradictory wider regulatory forces within and beyond the academia shape Chinese academic women's bodily performance and, therefore, produce academic women's gendered subjectivities. [ABSTRACT FROM AUTHOR]

This arts-based research considers creativity in the professional lives of English teachers in a school in England within the context of a progressively performative education system. In addition, it explores how found poetry can represent participants' voices in an illuminating and authentic manner. The teachers who participated in the study were able to scrutinise, reflect and comment upon the content of poems created from the words found in an initial interview transcript. This recursive process supports a credible way of seeing and knowing the teachers' voices in a representation that gives a deeper understanding of the participants' creative experiences. The construction, interrogation, and presentation of the found poems reveal that the teachers of English believe they have reduced freedom to be creative or to act with agency in their professional lives. The reduced freedom to be creative stems from the normalising practices of working within a culture of performance. The restrictions are both tangible and self-imposed by the participants. [ABSTRACT FROM AUTHOR]

Taking as a starting point a research experience in collaboration with two Mapuche interlocutors, this article explores learning derived from the proposal they were making to us: basically, embarking on the intersubjective, interepistemic and interexistential production of knowledge. Intersubjective, because the goal had to be to transform/complete our understandings and selves in and through the interaction. Interepistemic, to the extent that it had to open ourselves to recognize not so much other knowledge but other ways of knowing. Interexistential, since it would expose us to the opacity of certain ontological borders according to which the practice of conversation can, in its being done, involve --at least for some-- living human persons and non-human beings. On this basis, we aim to intervene in broader debates about certain mandates and extended conceptions of contemporary anthropological work. [ABSTRACT FROM AUTHOR]

This inquiry into the nature of feminist solidarity in the academic sciences is guided by the intra-activity of gendered bodies in teaching-intensive faculty positions. It uses diffractive methodology to examine how response-able research practice can account for enactment of social discourse through agential cuts. Over the course of a two-year ethnography in a university with high research activity, gender performativity in the contested space of feminized teaching and masculine science was analysed. This article aims to make visible how researcher subjectivities entangle with data collection. Results show how specific agential cuts – alpha female, silencing, less-than-person, squashing passion, and staying to get tenure – illuminate a unique diffractive pattern. The pattern troubles structural notions of feminist solidarity, as ethnographic participants marginalized by institutional hierarchies survive by queering it. Furthermore, the inquiry gestures towards a humble, local, and tentative contribution to post-human theorizing on 'queering the glass ceiling'. [ABSTRACT FROM AUTHOR]

When considering questions of sexual citizenship and independence in Jamaica, undoing the lethal histories of colonialism remains a Sisyphean project. Since Britain's terrifying reign, over-prescriptive laws govern "appropriate" colonial subjects. Jamaican queer bodies face difficulties in their aspirations to a queer politics devoid of persecution. Against discourses of sovereign power, biopolitics, performativity, state apparatuses, habitus, homonationalism, and sexual citizenship in Jamaica, I seek to delineate how the Buggery Act of 1533 gets embedded in the sexual mores of Jamaican normative practices. I discuss how the singularization of Jamaicanness forecloses other ways of being and knowing. Against the protracted notions of "fabricated homogeneity" (Walcott 99), I question who gets to partake in the "independence" project. I ask how we see (to borrow from Rinaldo Walcott) "the social classifications that allocate human worth according to differential racial markers and sexual practices" (Walcott 184) playing out in post-emancipation/independence in Jamaica. I answer these questions by offering a contemporary reading of David Myers, a deceased citizen of Britain in the 1800s, who was executed because he broke the country's code of conduct of "appropriate" sexuality. I use the account of Myers's violent punishment to trace erasure and the performativity of the law in determining who lives and who dies in the nineteenth-century and the contemporary performance of exclusion in the here and now of Jamaica's sexual politics. Al considerar las cuestiones de la ciudadanía sexual y la independencia en Jamaica, deshacer las historias letales del colonialismo sigue siendo un proyecto de Sísifo. Desde el aterrador reinado de Gran Bretaña, las leyes excesivamente prescriptivas rigen a los súbditos coloniales "apropiados". Los cuerpos cuir jamaicanos se enfrentan a dificultades en sus aspiraciones a una política cuir libre de persecución. Contra los discursos del poder soberano, la biopolítica, la performatividad, los aparatos estatales, el habitus, el homonacionalismo y la ciudadanía sexual en Jamaica, intento delinear cómo el "Buggery Act" de 1533 se incrusta en las costumbres sexuales de la normativa jamaicana. Analizo cómo la singularización de la jamaicanidad excluye otras formas de ser y conocer. Contra las nociones prolongadas de "homogeneidad fabricada" (Walcott 99), cuestiono quién puede participar en el proyecto de "independencia". Me pregunto cómo vemos (según Rinaldo Walcott) "las clasificaciones sociales que asignan el valor humano de acuerdo con marcadores raciales y prácticas sexuales diferenciales" (Walcott 184) en la posemancipación/independencia de Jamaica. Respondo a estas preguntas ofreciendo una lectura contemporánea de David Myers, un ciudadano británico fallecido en el siglo XIX, que fue ejecutado por quebrantar el código de conducta del país sobre sexualidad "apropiada". Utilizo el relato del violento castigo de Myers para rastrear la supresión y la performatividad de la ley a la hora de determinar quién vive y quién muere en el siglo XIX y la exclusión en el aquí y ahora de la política sexual de Jamaica. En examinant les questions de citoyenneté sexuelle et d'indépendance en Jamaïque, défaire les histoires mortelles du colonialisme reste un projet sisyphéen. Depuis le règne terrifiant de la Grande-Bretagne, des lois excessivement normatives régissent les sujets coloniaux "appropriés". Les corps queer jamaïcains rencontrent des difficultés dans leurs aspirations à une politique queer dépourvue de persécution. Dans le cadre des discours sur le pouvoir souverain, la biopolitique, la performativité, les appareils d'État, l'habitus, l'homonationalisme et la citoyenneté sexuelle en Jamaïque, je tente d'expliquer comment la loi sur la sodomie de 1533 est ancrée dans les moeurs sexuelles de la normativité jamaïcaine. J'analyse comment la singularisation de la jamaïcité exclut d'autres façons d'être et de savoir. Contre les notions persistantes d'un "homogénéité fabriquée" (Walcott 99), je me demande qui peut participer au projet de l'indépendance. Je demande comment nous voyons (pour reprendre les termes de Rinaldo Walcott) "les classifications sociales qui attribuent une valeur humaine en fonction de marqueurs raciaux et de pratiques sexuelles différentielles" (Walcott 184) dans la Jamaïque de l'après-émancipation/indépendance. Je réponds à ces questions en proposant une lecture contemporaine de David Myers, un citoyen britannique décédé au XIXe siècle qui a été exécuté pour avoir enfreint le code de conduite du pays en matière de sexualité "correcte". J'utilise le récit de la punition violente de Myers pour retracer la suppression et la performativité de la loi dans la détermination de qui vit et qui meurt au dix-neuvième siècle et l'exclusion dans l'ici et le maintenant de la politique sexuelle jamaïcaine. [ABSTRACT FROM AUTHOR]

Early post-apartheid policies envisaged a South African teacher who had autonomy to make professional judgements based on their school context and learners' needs. However, over the last decade, the state has increasingly monitored learner achievement and teachers' work. In this paper, we show how the professional development activities provided by the state for high school Life Sciences teachers focus primarily on measuring learner achievement and thus reflect organisational professionalism and managerial discourses which challenge the early post-apartheid vision of democratic professionalism. We present a case study of a cluster of Life Sciences teachers, generating data from interviews with eleven high school teachers and from observation of six professional development meetings. The findings show that the two main purposes of the activities in the cluster meetings are the improvement of learner results and the monitoring teachers' curriculum coverage and assessment practices. We argue that the discourse of performativity and managerial professionalism narrows the purpose of schooling, influences the nature of state-initiated professional development opportunities and also informs the way in which the state and teachers view their work. This contradicts the initial vision of the democratic state and provides insight into how neoliberal discourses have influenced education in a post-colonial country. [ABSTRACT FROM AUTHOR]

Donald Trump's style is often described as provocative and his administration as catastrophic. Despite this, his popularity remained high throughout his term in office, and in the 2020 US elections, he received 10 million votes more than in 2016. This paper investigates the paradox of political identification through a discursive, performative and stylistic framework. It argues that policy outcomes and rhetorical consistency do not suffice in understanding identification. Rather, transgression – which is typical of populist performativity – plays a pivotal role in interpellating affective collective subjectivities. This article investigates the case of Donald Trump, from his emergence in 2015 until the 2021 Capitol insurgence. It employs discourse and visual analysis to study Trump's rhetoric and performativity, integrating this with in-depth interviews and ethnographic research to examine the ways his style resonated with his supporters. It concludes that charismatic performativity and transgression play a crucial role in political identification regardless of the quality of institutional performance. [ABSTRACT FROM AUTHOR]

The making of digital educational futures raises pressing social justice concerns. Against this background, scholars face the challenge of bridging the tasks of investigation and critical engagement. Inspired by French pragmatic sociology, this article presents the notion of plural school worlds as analytical anchor point for dealing with this double-task coherently and productively. Varying understandings of what makes 'good and fair school education' are identified as defining features of different school worlds. These understandings (1) are historically entangled with social and political orders, (2) inform how we envision, enact, and evaluate possible educational futures, and (3) define a shared discursive space for exchange between various groups of actors. We claim that the notion of school worlds thus furthers both our understanding of persistent patterns of disadvantaging in digital education and our capacity for critical dialogue with involved actors through sensitizing explication, shifting problematizations and reflecting performativity. [ABSTRACT FROM AUTHOR]

This article is a case study on how Singaporean intellectuals articulate resistant language ideologies by enregistering the local vernacular, Singlish. The case in point is Gwee Li Sui's 2018 companion Spiaking Singlish , lauded as the first book to be written in Singlish about Singlish. It is argued that in tactically leveraging Singlish in a folk-lexicographical project, Gwee takes the vernacular to the third indexical order; and in so doing, he performs a ludic and extreme form of Singlish through which an everyday tongue turns into a fetish object. Contextualising Gwee's polemics within his tension with the language establishment in Singapore, the article highlights the ethical dilemma implicit in the celebration of languages speaking to an egalitarian ethos, suggesting that in enunciating a vernacular on the order of reflexive performance, intellectuals may inadvertently fashion it into a more elitist language than that which is spoken on the streets. (Singlish, Singapore, enregisterment, performativity, indexicality) [ABSTRACT FROM AUTHOR]

In a number of photographed performance works from the mid-1990s the artist Song Dong 宋冬 (b. 1966) dramatized futile actions that appeared to lack any lasting impact. This article examines these works as part of a larger group of contemporary performances in 1990s China that features futile acts and ephemeral effects. It explores the stakes of such artistic gestures during a period characterized by a contradictory sense of both socio-economic agency and political impotence. Informed by recent scholarship on performativity and mediation, the article develops the term "performative futility" to assess the ways in which Song's works stage an expanded temporal relationship between the futile performance and its performance photograph. Reconceptualizing notions of action, impact, and efficacy, Song's works rethink performance art's longstanding emphasis on the immediacy of action and offer an alternative to the popular trope of the Chinese artist-as-dissident. Ultimately, the article sheds light on the highly nuanced ways in which Song and other Chinese performance artists of the period articulated new forms of agency and visibility within a postsocialist context. Challenging assumptions about the politics of contemporary art practice, it lays the groundwork for a more rigorous understanding of the politics of aesthetics in China. [ABSTRACT FROM AUTHOR]

This article deals with the legendary figure of Eugenio Barba as a paradigmatic case to demonstrate the difference between the other theatre and the theatre of the other. Its main objective is to discuss the juxtaposition of performativity as (re)presenting, showing, and self-awareness by narrating the myth of Barba. The argument is presented through six interconnected caveats: the legend and its myth; The Moon rises from the Ganges: the story inside the myth; the critique of western civilization: an insider's story of self-reflexivity; the other theatre is not the theatre of the other; the life-world of the myth of Barba; and finally, performing otherness, othering performance. The article is addressed mainly but not exclusively to readers with a background in cultural anthropology, performance studies, theater studies, hermeneutics, phenomenology, history of civilization, literary theory, colonialism, and representation of the other. [ABSTRACT FROM AUTHOR]

In this paper we propose to address the problem of the traditional use of the masculine as 'unmarked' gender in Argentina, in relation to the urgent need to make visible those identities that self-perceive themselves sexually as non-binary, and that have the right to be recognized and named as such. For this purpose, we will put in dialogue certain hegemonic discourses, among which stands out that of the Real Academia Española [Royal Spanish Academy] with the theorizations of different authors who argue in favor of inclusive language and of the importance of embracing a paradigm shift that will eventually lead us to more inclusive ways of living with dissident identities that are outside the male/female binomial. Finally, we will propose a reflection on the importance of thinking about the transmission of knowledge in the educational field in Argentina, considering how crucial it is to be able to include in our speeches all those we address. [ABSTRACT FROM AUTHOR]

This study is defined within the context of the critical posthuman project of decentring humanist subjectivity. We argue that because agential realism, and the agency and performativity that go with it, do not enable non-human matter to be accountable, only human matter, in its intra-active becoming with non-human matter, can support an ethical project. Secondly, we map our understanding of Barad's agential realism, explaining the importance of agential cuts in phenomena-in-their-becoming that are the world worlding itself, and evaluate ethics, agency, and performativity in this material-discursive framework. Thirdly, understanding the material-discursive to underpin storied matter, we engage it via some clarification of narrative, and narrative agency. We conclude that much organic or inorganic nature as non-human matter is directional and responsive, so alive and generative and, in this sense, capable of worlding itself. However, it does not tell its own stories in the process. [ABSTRACT FROM AUTHOR]

In this paper, the concepts of fabrication, subjectivation and performativity are mobilised in an analysis of varied exclusionary practices in England's schools with particular reference to "off-rolling", defined by the national school inspectorate as the illegal removal of a student from a school roll in order to enhance academic performance data. This narrow definition has gained traction over a relatively short period of time, reflecting growing tension between economic and political rationalities as the former is prioritised and the power relations dictated by performativity intensify. Head teachers are required to negotiate normative demands to include and drivers to exclude according to market performance. "Off-rolling" is being fabricated as an object of knowledge, point of governance and policy technology, producing a taken-for-granted reality (that head teachers in England are circumventing legal school exclusion procedures), and illustrating a feature of performativity, namely, the generation of signifiers that reinforce the disciplines of market, management and performance. Following Foucault, the subjectivation and disciplining of head teachers implies dividing practices and ascription of deviant identities, specifically, that of gamer. However, the policy context of, and since, the 1990s has generated incentives to exclude while a concomitant policy discourse around inclusion has failed to eliminate educational exclusion. [ABSTRACT FROM AUTHOR]

Almost 50 years after the Stonewall riots, queer liberation and police resistance are still inextricably intertwined. International hate crime statistics around the globe show increasingly high rates of LGBTQ+ victimization and criminalization by law enforcement. This qualitative research aims at evaluating whether queer theories of visibility and performativity could serve as useful tools to investigate the problematic dynamics between police and young queer individuals. For this purpose, online interviews were carried out with a sample of 20 young queer individuals from different European countries. Findings revealed that performing non-heteronormative bodies and behaviours is associated with being perceived as risky, dangerous and deviant. The correlation between queerness and deviance leads to a number of detrimental consequences, including police over-policing and criminalizing young LGBTQ+ individuals in public spaces, queer people underreporting hate crime incidents for fear of secondary victimization, and overall scepticism and mistrust towards the criminal justice system. Thus, this research not only affirms the importance of including queer voices in criminological research, but it also reveals the insidious nature of police violence against the LGBTQ+ community, which has long been neglected in queer studies. [ABSTRACT FROM AUTHOR]

Performativity is a dominant mode of regulation in many education systems that has caused a significant shift in teaching and teacher professionalism, yet minimal attention has been paid to understanding it in non-Western contexts. This study explores Singaporean teachers' perceptions of teaching within its unique and normalised performative structure. Based on the interview data of 15 secondary school teachers, there was a clear gap between the teachers' inclusive notion of teaching beyond the exam and the performative norm of exam-oriented teaching. However, there was little room for teachers to practise such a notion because it was not appreciated and recognised by the accountability system and the social climate. This study suggests that the gap between the teachers' conception of teaching and the norm does not necessarily indicate a conflict and is rather reducible because the teachers embraced the significance of the norm while calling for teaching more and better than the norm. To realise such teaching, a supportive environment and structure must be established that encourage teachers to practise diverse ideas and approaches to teach beyond the norm. [ABSTRACT FROM AUTHOR]

This article presents an analysis of those curricular practices that reproduce dominant ideas about nation, which in turn facilitate the circulation of exclusionary ways of knowing about subjects and their communities in schools. In this study we use ethnographic knowledge produced in two Chilean schools where we conducted ethnographic fieldwork, in-depth interviews, and curriculum document analysis. Our purpose was to trace essentialist discourses about the nation, as a homogeneous and predictable space, and give meaning to the problematic naturalised correspondence between subjects and spaces. We use Foucauldian discourse analysis to understand the production of rationalities that support the production of the 'Chilean student' as distinct from other students from other countries within the same school contexts. We conclude with some highlights on the productive force of performativity when reproducing power relations around nation discourses. [ABSTRACT FROM AUTHOR]

Bildung has a long tradition in continental European education but in England it is less well known and is underused to theorise about education. In this paper the German concept of Bildung is applied to pre-service teacher education in England where teacher education has become increasingly dominated by instrumental and technicist approaches that encroach on the development of professional values and educational wisdom. Nevertheless, criticisms to current trends in teacher education do exist in England with programmes that include values-based elements challenging the prevailing norms of this performativity driven approach. This paper adds to those criticisms by proposing Bildung as an underpinning philosophy of teacher education and as an unusual lens with which to reframe teacher education. [ABSTRACT FROM AUTHOR]

With an understanding of climate crisis as informed by performativity, this article offers an overview of 2010s British climate crisis theatre (or, 'CCT'). While similar surveys of theatre that depict ecological issues have been written before, the approach this article takes is distinct in its application of performativity, as well as its specificity to theatre in 2010s Britain: a time and a place that saw a significant shift in its attitudes towards ecological concerns; not to mention Britain being a 'first-world' culture with high yearly carbon emissions and far-reaching historical legacies of effecting the Anthropocene. First, I demonstrate how performativity is relevant to both ecocritical concerns and theatre that involves itself with issues of climate crisis, illustratively exploring Ella Hickson's Oil (2016) here. I then overview 2010s British CCT through several areas: namely, its depiction of anxieties around overpopulation and children; the use of 'cli-fi'; 'zoomed-out' approaches to representing temporality; issues of Anthropocentrism and articulations of posthumanism; the racialisation of climate crisis concerns; and the tension in CCT between performative affect and material costs. [ABSTRACT FROM AUTHOR]

Judith Butler's notion of performativity has been criticized because of its overemphasis on the individual's performance, while it remains questionable how it changes heteronormativity. In the same way that drag performance challenges the man/woman binary, racial passing challenges the White/Black binary. However, whether passing alters the societal perception of race remains debatable. Analyzing the tropes of acting and passing in Brit Bennett's The Vanishing Half, I argue that the novel delineates a tension between a liberal mind-set, according to which passing exemplifies the performativity of identity and a close-minded perspective, according to which one cannot choose one's racial identity. While the novel unsettles the line between acting and being authentic, and, analogously, the line between an original racial identity and an adopted one, it depicts most of its characters as refusing to accept racial transformations. Likewise, the novel presents gender identity as performative, but not in the eyes of society. [ABSTRACT FROM AUTHOR]

This paper pursues the historical-philosophical clarification of the intersection of three concepts that have a special importance in contemporary debates that have a bearing on the understanding of what the human being is, both as an individual entity and its relations with others and, also, as a sometimes inhospitable place nucleated by irresolvable tensions. In this sense, Judith Butler's performative approach is of special interest, which can be understood, on the one hand, as a complex and critical transhumanism and, on the other hand, as a proposal to understand the human beyond humanism, without resorting, therefore, to foundationalist ideals. [ABSTRACT FROM AUTHOR]

A convergence of four genealogies reveals drone power. Environmentality describes the contradictory uses of drones in conservation. Humanitarianism articulates how control is enacted and challenged in human crises. Securitization examines drones in surveillance and counter-surveillance. Militarization, the use of drones in war, explains domination from above and resistance from below. While theories of governmentality dominate, an emergent materialism within drone studies emphasizes the diffusion of power and agency. A synthesis of drone governmentality and drone materialism exposes four flightways or elemental trajectories. The drone is an existential technology – a tool for enlivenment and senescence. As such, drone power migrates between biopolitics and resistance. In doing so, drone performativity generates assemblages of human and nonhuman actants entangled at material-discursive and onto-epistemological levels. Entrapment designates the consequences of increasing dependency on technologies in sociotechnical systems of life and death. [ABSTRACT FROM AUTHOR]

The aim of this article is to study parrhesia as a form of political performativity. The study of parrhesia as a speech act has been inaugurated by the researches of Lorenzini, who has proposed an in-depth analysis of the parrhesiastic speech act: we nonetheless believe that some features of parrhesiastic performativity urge us to broaden some aspects of his theory. In the first section of this article we will study the nature of parrhesiastic utterance, where Lorenzini's theses will be discussed through the use of Butler's approach. In the second section, we will examine the characteristics of Cynic performativity through our theoretical framework, in order to give an example of its effectiveness. We will put forward, then, an overall interpretation of parrhesia, which will be redefined as a communitarian performativity and, furthermore, as an innovative model of radical democracy. [ABSTRACT FROM AUTHOR]

Over recent years, the professional development review process has risen in importance in universities with such exercises being shown to have a positive effect on student learning, staff motivation, recruitment and retention. However, they may also be perceived as a controlling mechanism and part of a culture of 'performativity', which implies a lack of trust, an undermining of autonomy and a reliance on externally driven targets to 'manage' staff. However, there is very little published research in this area. This paper addresses this knowledge gap by drawing on data from a Leadership Foundation funded study in a UK University which included 30 interviews and a follow-up survey (n = 177) with both leaders and the staff they lead. The findings suggest that both leaders and staff felt that the process was potentially very important and could offer significant levels of guidance and support for professional development. However, they stressed the importance of a review structure which was adaptable, more professionally relevant, and less reliant on over-ambitious target setting. [ABSTRACT FROM AUTHOR]

The notions of performativity and the use of accountability practices within the UK education sector are contentious. Although some commentators suggest that statistically driven performativity measures do not align with practitioner values, little research has investigated any potential differences in relation to job role and level of management responsibility. This study focused on whether perceptions of performativity change according to someone's job role and whether there is a differential between managers and teachers. An electronic questionnaire was disseminated at a single FE college, with 107 participants surveyed across a wide range of subject areas. Quantitative analysis revealed that perceptions of managers differ from those of teaching staff regarding the effectiveness of statistical performativity targets to drive factors which are integral to an efficacious learning environment. Results are far from unequivocal though. As practitioners take on more of a managerial emphasis within their role, the perceived benefit of and their affinity for target setting and performativity measures increase. However, the magnitude of this more favourable outlook towards performativity is limited, with managers also broadly sceptical concerning any benefit and positive impact that target setting practices can have. [ABSTRACT FROM AUTHOR]

This article views appraisal as co-selection patterns of target, source and evaluative parameters and investigates the ways in which news discourse retells news stories and reproduces truthful reality. We combined the corpus-assisted method and quantitative/qualitative analysis of the data, i.e., 904 sentences which were extracted from the corpus of German 5G news reports by selecting the top 5 items from each of the noun keywords lists of the three subcorpora of economics, politics and technology news reports. It was found that the German media restage the necessity and desirability to promote the development of German communication facilities/technology through international cooperation, particularly Germany-Sino cooperation. In addition, a hesitant image was evoked as to the high-profile 5G development in Germany with an awareness of the potential security risks and economic losses. On the intersubjective dimension, our findings suggest that journalists make full exploitation of different dialogistic positioning strategies for closing down or opening up the dialogic space to a greater or lesser degree. More specifically, they tend to acknowledge and endorse the positive/negative attitudes attributed to the non-authorial voices towards particular targets in the fields of economics, politics or technology. A future comparison with the genre of news comments or editorials would deepen our understanding of the performativity of media. [ABSTRACT FROM AUTHOR]

In response to the interruption of all levels of education following COVID-19, we start by underlining the difference between emergency remote teaching and online learning. Next, we inquire into the question of presence in physical and virtual classrooms, and offer a discussion of presence as "being-here-now," a "movement toward becoming," and as gelassenheit or "releasement toward things." We highlight the materiality of communication, and the performative production and transformation of the classroom space. Finally, we illustrate how performative writing enhances the sense of being-here-now, and facilitates the co-inhabiting of online learning spaces that lack co-presence of bodies in the same physical environment. [ABSTRACT FROM AUTHOR]

This paper targets the aim of 'strengthening the students' multilingualism' in a second language subject in Sweden, Swedish as a second language (SSL), which represents a relatively rare L2 design internationally. The study investigates how ideological space for multilingualism with regard to this aim opens implementational space at the classroom level [Hornberger. 2002. "Multilingual Language Policies and the Continua of Biliteracy: An Ecological Approach." Language Policy 1 (1): 27–51]. We draw on ethnographic fieldwork in three linguistically diverse upper secondary schools in Sweden, where SSL is a parallel subject to Swedish, free of choice, and is taught by qualified teachers. Ideological and implementational space was found to be primarily for empowering students and valorizing their multilingualism and less for learning functions and pedagogical multilingual practices. Some students emphasized multilingual aspects as being empowering and as a reason for choosing SSL, indexing the performative function [Fairclough. 2014. "Semiotic Aspects of Social Transformation and Learning." In The Discourse Studies Reader. Main Currents in Theory and Analysis, edited by Johannes Angermuller, Dominique Maingueneau, and Ruth Wodak, 378–387. Amsterdam: John Benjamins] of macro-level policy in combination with teacher agency. We argue that in spite of the brevity of the formulated multilingual macro policy and its restricted 'potential space' [Johnson 2011. "Implementational and Ideological Spaces in Bilingual Education Language Policy, Practice, and Research." In Bilingual Education and Bilingualism: Educational Linguistics in Practice: Applying the Local Globally and the Global Locally, edited by Frances M. Hult and Kendall A. King, 126–139. Bristol, GBR: Multilingual Matters], it still had a significant bearing at the local level. This finding reinforces the importance of researching established macro-multilingual policies in situ in education. [ABSTRACT FROM AUTHOR]

In North American society, children learn about gender through language acquisition and interaction with their environment. Since most media consumed by children is screen-based, it has become an influential force in contributing to children's knowledge of gender. Using gender performativity (Butler, 1999) and postfeminist perspectives (Gill, 2017; Riley et al., 2017), this study investigates how gender is presented through on-screen parenting in children's television shows. We conducted a mixed methods analysis of 16 shows aimed at children 0–5 years on broadcast television and streaming services in Canada. Results showed stereotypical gender roles and relations persist in children's shows, with mothers carrying out more nurturing and childrearing responsibilities, and fathers having more on-screen and speaking time and performing more teaching and playing with children compared to mothers. Stealth sexism, un/doing gender over time, and postfeminist masculinities emerged as prominent themes across shows, indicating that gender stereotyping endures but in subtle, postfeminist ways that assume gender equality while presenting gendered conventions in mothering and fathering as natural and desirable. This study provides an important contribution to existing literature on learning gender as it demonstrates how subtle portrayals of sexism in media persist amid assumptions of gender equality within white, middle-class families in North America. [ABSTRACT FROM AUTHOR]

The following article comprises an autoethnographic discussion of researcher identity in school-based educational research. The research centred on a professional learning programme in which arts/education practitioners delivered workshops for teachers that used creative, arts practice with a focus on mindful techniques to support teachers' wellbeing during school improvement initiatives. I developed a reflexive, participatory methodology that comprised interviews with the arts/education practitioners, and observations of the workshops in order to generate data that explored how creativity was articulated through the programme. My discussion focuses on the appropriateness of the research design and qualitative, reflexive methodology to addressing the research aims, and on my values and positionality throughout the data generation activity and subsequent analysis. Finally, I discuss my shifting identity/ies in what I define as a queer/ed research space, and conceptualize my performative researcher identity as a form of drag. [ABSTRACT FROM AUTHOR]

This paper contributes to recent debates pertaining to neoliberal technologies of performativity including fabrication, panopticism and post-panopticism. These terms are discussed here in relation to constant visibility from recent school inspection arrangements in England and the impact of this on school leadership. Case study research within one seaside town was drawn from two schools, one, a state primary school and the other, a state secondary school, located within an area of deprivation. Both schools had been judged as requires improvement by Ofsted, but immediately before the fieldwork commenced, the secondary school received a judgment of good. Fourteen semi-structured interviews with thirteen leaders in a range of roles were undertaken to examine the conditions created by school inspection. Data is considered in relation to the features of panopticism and post-panopticism and shows leaders experience constant visibility, the pressures of performing to shifting expectations, and resultant staffing instability. This is not conducive to leaders working to improve schools, particularly those serving areas of deprivation. [ABSTRACT FROM AUTHOR]

Threaded with racialized and gendered pathologies, Black folx wrestle with a normative gaze that understands them as irrational, unintelligent, and deserving of constant surveillance. In this way, Black folx are expected to model postures of whiteness that agree with the wardrobe of anti-Blackness. In this manuscript, we take up the pedagogical work of what Denise Taliferro Baszile called critical race testimonies as a form of counter storytelling to intervene on the normative gaze. In doing so, we explicate the embodied potential of performativity for Black students, against the normativity of anti-Black discourses. [ABSTRACT FROM AUTHOR]

This study reports how participants in an MA course on language education for refugees and migrants in Greece engaged in meaning-making during their teaching placements. The reflections of 33 trainee teachers (elicited in 2021–2022) were thematically analysed using ecological theory. These show how participants negotiated the transition between the 'ecologies of ideas' of the postgraduate programme and the locus of their teaching placement. When placed in challenging teaching environments, participants reverted to 'safer' practices and performative teaching, which satisfied course requirements. However, growing confidence helped some participants to challenge normative expectations and develop more empowering ways to teach. • Reflections of MA students traced their professional development during their teaching placement in refugee classes. • Normative and performative teaching patterns eventually gave way to more empowering teaching. • Tensions reveal differences between 'ecologies of ideas' (MA programme vs teaching placement). [ABSTRACT FROM AUTHOR]

How does one make sense of a naked prophet who walked the streets of Jerusalem for no less than three years? This contribution interpreted the ambulatory naked prophet in Isaiah 20 as a sign-act by means of symbolic interactionism and performative interpretation according to which symbolic or sign-acts are multivalent entities. Isaiah 20 was interpreted as an embodied, multivalent text that invited ongoing appropriation among subsequent audiences while exploring the potential meaning(s) of the initial act within the parameters of text and context. It is presupposed that human beings reinterpret symbolic acts in different subsequent contexts and that a symbolic act should never be reduced to one single (original!) meaning – this reinterpretation process is illustrated by the Septuagint translation of Isaiah 20. Furthermore, the question will be posed how one could interpret and appropriate a disruptive and ‘foolish’ prophetic and symbolic act of public exposure – Isaiah as an ‘agent provocateur’? Contribution: The performative critique of Isaiah 20 drew attention to the neglected multivalent character of the initial sign-act that enabled ongoing appropriations (‘Fortschreibung’) in new contexts of competing power relations. At first the sign-act was relevant for its pre-exilic audience,then for the post-exilic and even later for a Hellenistic audience by means of the Septuagint version. It also illustrated that text interpretation can be a catalyst that unsettles and disrupts power (within and beyond academic and believing communities), even when it is considered folly. [ABSTRACT FROM AUTHOR]

The reinvention of the university as a research-focused institution has transformed the way in which research is defined in practice. It is now widely explained in terms of a narrow set of performative expectations. This paper draws on historical literature to trace the hollowing out of research from a broad, though often sceptical, conception shaped by the liberal education tradition to one that is now expressed and evaluated almost exclusively in terms of publication, grant getting, and doctoral completions. In so doing it is argued that there is a need to challenge neo-liberal assumptions about the purposes of higher education and reclaim what Truscot referred to as the 'spirit of research'. This is essential both for authentic higher education teaching and as a set of scholarly, epistemic virtues. Such a conception, compatible with both the liberal education and Humboldtian traditions of the university, values research awareness over research productivity and provides a more secure link between research and teaching. [ABSTRACT FROM AUTHOR]

In this paper, I explore how, in the final scenes of the novel Jane Eyre, disability is a vehicle for the involved characters to be able to designate emotional states to themselves and the other through performative emotional language usage, called 'emotives'. Through examining this use, I argue that the exchange of emotives cannot fully alleviate the different emotional states designated through them, but rather allow for a prosthetic relation of co-dependency to form between the novel's two main characters. Subsequently, I argue that the exchange of emotives and the use of language as prosthesis produces legible gaps in and between various performative speech-acts, which through this legibility may generate traceable patterns of affect. [ABSTRACT FROM AUTHOR]