Journal article
Performativity and Caring in Education: Toward an Ethic of Reimagination
Journal of school leadership, Vol.32(3), pp.289-314
05/2022
DOI: 10.1177/1052684620972065
Abstract
Schools are expected to be sites of caring, but there is evidence that both students and adults often experience them as uncaring places. One reason is that a sustained and heavy policy emphasis on accountability and demonstrations of effectiveness has placed pressure on educators to perform in certain ways, and to care about things other than caring. This case study explores how leaders and teachers at two schools balance their efforts to care for students, on the one hand, with the performative pressures they feel, on the other hand. Teachers who were able to prioritize a balance of care used collaborative relationships with colleagues to manage the pressure they felt, and took a longer term, more emotionally attuned, and more inquiry-based approach to meeting student needs. Implications for theory and practice are discussed.
Details
- Title: Subtitle
- Performativity and Caring in Education: Toward an Ethic of Reimagination
- Creators
- Jeff Walls - Washington State University Spokane
- Resource Type
- Journal article
- Publication Details
- Journal of school leadership, Vol.32(3), pp.289-314
- DOI
- 10.1177/1052684620972065
- ISSN
- 1052-6846
- eISSN
- 2631-9659
- Number of pages
- 26
- Language
- English
- Date published
- 05/2022
- Academic Unit
- Educational Policy and Leadership Studies
- Record Identifier
- 9984701818302771
Metrics
1 Record Views