Author Identifier

Kirsten Lambert

ORCID : 0000-0001-7910-2373

Christina Gray

ORCID : 0000-0001-8464-1961

Document Type

Journal Article

Publication Title

Discourse: Studies in the Cultural Politics of Education

Publisher

Taylor & Francis

School

School of Education

RAS ID

35987

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. (2021). Hyper-performativity and early career teachers: Interrogating teacher subjectivities in neoliberal educational assemblages. Discourse: Studies in the Cultural Politics of Education. Advance online publication. https://doi.org/10.1080/01596306.2021.1933912

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.

DOI

10.1080/01596306.2021.1933912

Research Themes

Society and Culture

Priority Areas

Creativity, culture and artistic practice

Available for download on Tuesday, December 06, 2022

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