Abstract
This article explores the effects of neoliberalism and performative educational cultures on secondary school drama classrooms. We consider the ways Deleuze and Guattari’s schizoanalysis and Butler’s concept of gender performance enable us to chart the embodied, relational, spatial and affective energies that inhabit the often neoliberal and heterosexually striated space of the drama classroom. These post-humanist analyses are useful methodological tools for mapping the complexities of student becomings in the space context of the secondary school. We also show how Foucault’s governmentality and Ball’s theory of competitive performativity are particularly salient in the context of immanent capitalism that shapes the desires of its subjects. These frameworks, when combined, can be useful in critiquing neoliberal educational assemblages and in indicating emerging deterritorializations and lines of flight in teachers and students.
RAS ID
36066
Document Type
Journal Article
Date of Publication
9-30-2016
School
School of Education
Publisher
Taylor & Francis
Identifier
Kirsten Lambert
https://orcid.org/0000-0001-7910-2373
Comments
This is an Accepted Manuscript of an article published by Taylor & Francis in Critical Studies in Education on 30/09/2016, available online: http://www.tandfonline.com/10.1080/17508487.2016.1238402.
Lambert, K., Wright, P., Currie, J., & Pascoe, R. (2019). Embodiment and becoming in secondary drama classrooms: The effects of neoliberal education cultures on performances of self and of drama texts. Critical Studies in Education, 60(2), 149-167.
https://doi.org/10.1080/17508487.2016.1238402