Abstract
This paper explores the hyper-performative expectations of early career teachers (ECTs) in the context of neoliberal education assemblages. The need to support and retain beginning teachers is a salient issue in the context of troubling rates of teacher attrition. The study explores how ECTs perceive teacher identities in response to national standards. Our research revealed that ECTs held concerning conceptions of ‘quality teaching’ that are largely constructed through discourses of competition and job insecurity. ECT subjectivities were heavily influenced excessive extra-curricular hours, high-stress environments, and performative school cultures. This paper concludes that hyper-performative expectations of ECTs and insecure patterns of employment contribute to teacher attrition.
RAS ID
35987
Document Type
Journal Article
Date of Publication
2022
School
School of Education
Publisher
Taylor & Francis
Recommended Citation
Lambert, K., & Gray, C. (2022). Hyper-performativity and early career teachers: Interrogating teacher subjectivities in neoliberal educational assemblages. DOI: https://doi.org/10.1080/01596306.2021.1933912
Comments
This is an Accepted Manuscript of an article published by Taylor & Francis in DISCOURSE: STUDIES IN THE CULTURAL POLITICS OF EDUCATION on 06/06/2021, available online: http://www.tandfonline.com/10.1080/01596306.2021.1933912.
Lambert, K., & Gray, C. (2022). Hyper-performativity and early career teachers: Interrogating teacher subjectivities in neoliberal educational assemblages. Discourse: Studies in the Cultural Politics of Education, 43(6), 929-943.
https://doi.org/10.1080/01596306.2021.1933912