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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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          Bounded Rationality, Ambiguity, and the Engineering of Choice

           James G March (1979)
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            Rationality, foolishness, and adaptive intelligence

             James G March (2006)
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              Designerly Ways of Knowing: Design Discipline Versus Design Science

               Nigel Cross (2001)
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                Author and article information

                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
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                London Review of Education
                Volume 7, Issue 2

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