The performative to the datafied teacher subject : Teacher evaluation in Tennessee

Book chapter


Holloway, Jessica and Goel La Londe, Priya. (2020) The performative to the datafied teacher subject : Teacher evaluation in Tennessee. In In Grek, Sotiria, Maroy, Christian and Verger, Antoni (Ed.). World yearbook of education 2021 : Accountability and datafication in the governance of education pp. 252-278 Routledge.
AuthorsHolloway, Jessica and Goel La Londe, Priya
EditorsGrek, Sotiria, Maroy, Christian and Verger, Antoni
Abstract

[Extract] Globally, performance-based accountability (PBA) has become an education policy solution for excellence and equity (Smith, 2016). PBA is rooted in testing, evaluation and dis/incentivization as a means for steering teacher practice and defining teacher ‘quality’. Advocates suggest such systems will improve teacher agency and student outcomes. Yet scholars have found these policies and practices produce a myriad of undesirable consequences for teachers and education more broadly. This includes diminished autonomy and reduced capacity for teachers to exercise professional discretion (Perryman, 2006, 2009), a narrowing of the curriculum, the stifling of collaboration, and cultures of distrust (Berliner, 2011; Hardy, 2018).

Stephen Ball’s (2003) performativity framework has provided a useful lens for illustrating the impacts of such systems, especially in how teachers’ subjectivities have been (re)shaped in the image of the market and managerialism. While metrics, data and dis/incentivism have been central features of performative systems for many years now, new data and digital techniques that change the relationship between data, the teacher subject and the site of intervention require new analytical tools for making sense of current conditions. Some scholars have looked to ‘datafication’ as a lens for understanding how digital platforms, big data and data surveillance are producing new conditions and possibilities within education (Bradbury, 2019; Selwyn, 2015; Williamson, 2017).

Page range252-278
Year2020
Book titleWorld yearbook of education 2021 : Accountability and datafication in the governance of education
PublisherRoutledge
Place of publicationLondon
ISBN9780367634513
9780367856502
9781000245431
9781000245479
9781003014164
1000245438
1000245470
1000245454
100301416X
Web address (URL)https://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=2659655&site=ehost-live&scope=site
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All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online2020
Publication process dates
Deposited21 Jul 2021
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