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Performative Technology Intensity and Teacher Subjectivities
Örebro University School of Business.
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Business Studies.ORCID iD: 0000-0002-7153-3977
2018 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170Article in journal (Refereed) Epub ahead of print
Abstract [en]

Critical educational literature suggests that an increased reliance upon neoliberally inspired management technologies transforms the very foundations from which images of the ideal teacher are constructed. The purpose of this paper is to add to this literature by (i) identifying and analysing a number of theoretical qualities associated with performative technologies, and (ii) discussing how such qualities contribute to the emergence of performative teacher subjectivities. Drawing upon the findings from a qualitative interview study into the extensive use of performative technologies in a Swedish upper-secondary school, we discuss four key roles of performative technologies—referred to as territorializing, mediating, adjudicating, and subjectivizing—and the intensity by which they play out such roles. A key conclusion is that the intensity by which performative technologies territorialize, mediate, and adjudicate educational practices affects self-reflection and internalization among teachers and, hence, is important for understanding the subjectivizing role of performative technologies.

Place, publisher, year, edition, pages
2018.
Keywords [en]
Performative technology, intensity, subjectivizing, teacher
National Category
Business Administration
Research subject
Business Studies
Identifiers
URN: urn:nbn:se:uu:diva-343843DOI: 10.1080/00313831.2018.1434825OAI: oai:DiVA.org:uu-343843DiVA, id: diva2:1186991
Funder
Swedish Research Council, 2013-784Available from: 2018-03-02 Created: 2018-03-02 Last updated: 2018-03-02

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