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      Saving the teacher's soul: exorcising the terrors of performativity

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            Abstract

            In this paper I frame the totalizing dominance of performativity in educational arenas in terms of its effects on professional thinking and attitudes. The problem is that the education professional's cognition ends up artificially obsessed with defined performance indicators and closed by default to the fluidity that should accompany reflective design practice. To mitigate this state of affairs, I propose that educators be encouraged to playfully consider non-performative goals, and that institutions can even welcome insincere or experimental consideration of non-performative educational goals. Such solutions may also correct excessively performative cultures outside educational contexts.

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            Journal
            10430
            London Review of Education
            IOE Press
            1474-8460
            01 July 2009
            : 7
            : 2
            : 159-167
            Article
            1474-8460(20090701)7:2L.159;1- s6.phd /ioep/clre/2009/00000007/00000002/art00006
            10.1080/14748460902990344
            d168a411-ffb8-4a96-92e9-eb4d37217bf5
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