Configuring governmentalized teachers through introspective panopticism from the Foucauldian perspective
•The exercise of performativity is regulated by teaching efficiency.•Self-improvement is mainly engineered by teaching efficiency.•Responsible teachers and self-improvement are strongly correlated.•Social cultures will modify the practice of neoliberal governmentality. This paper analyses how teache...
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| Published in | International journal of educational research Vol. 118; p. 102158 |
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| Main Authors | , , , , , , |
| Format | Journal Article |
| Language | English |
| Published |
Elsevier Ltd
2023
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| Subjects | |
| Online Access | Get full text |
| ISSN | 0883-0355 1873-538X 1873-538X |
| DOI | 10.1016/j.ijer.2023.102158 |
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| Abstract | •The exercise of performativity is regulated by teaching efficiency.•Self-improvement is mainly engineered by teaching efficiency.•Responsible teachers and self-improvement are strongly correlated.•Social cultures will modify the practice of neoliberal governmentality.
This paper analyses how teachers contribute to a successful society through a lens of Foucauldian perspective. It uses this lens to analyse how teachers’ self-improvement through professional development in the regime of neoliberal governmentality is influenced by society, performativity and professional ‘norms’. Data is presented from 3131 teachers, based in 55 high schools in Zhejiang province China and analysed using Structural Equational Modelling to explore the relationships between these variables. Findings indicated parental attitudes, concept of responsible subjects, and teaching quality rewards significantly influenced the subjectivity-performativity association. The subjectivity-performativity association significantly influenced teacher self-improvement, both directly, and in a relationship that was mediated by teaching efficiency. These correlations intimate that introspective panopticism enshrined within teachers’ subjectivities carries performativity. |
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| AbstractList | •The exercise of performativity is regulated by teaching efficiency.•Self-improvement is mainly engineered by teaching efficiency.•Responsible teachers and self-improvement are strongly correlated.•Social cultures will modify the practice of neoliberal governmentality.
This paper analyses how teachers contribute to a successful society through a lens of Foucauldian perspective. It uses this lens to analyse how teachers’ self-improvement through professional development in the regime of neoliberal governmentality is influenced by society, performativity and professional ‘norms’. Data is presented from 3131 teachers, based in 55 high schools in Zhejiang province China and analysed using Structural Equational Modelling to explore the relationships between these variables. Findings indicated parental attitudes, concept of responsible subjects, and teaching quality rewards significantly influenced the subjectivity-performativity association. The subjectivity-performativity association significantly influenced teacher self-improvement, both directly, and in a relationship that was mediated by teaching efficiency. These correlations intimate that introspective panopticism enshrined within teachers’ subjectivities carries performativity. |
| ArticleNumber | 102158 |
| Author | Fu, Shuqiong MacKenzie, Alison Chiang, Tien-Hui Yao, Yiling Zeng, Wenjing Sude, Bilige Thurston, Allen |
| Author_xml | – sequence: 1 givenname: Tien-Hui orcidid: 0000-0001-8255-1049 surname: Chiang fullname: Chiang, Tien-Hui email: thchiang@ahnu.edu.cn organization: School of Educational Science, Anhui Normal University, China – sequence: 2 givenname: Alison surname: MacKenzie fullname: MacKenzie, Alison email: A.MacKenzie@qub.ac.uk organization: School of Social Sciences, Education and Social Work, Queen's University Belfast, UK – sequence: 3 givenname: Bilige surname: Sude fullname: Sude, Bilige organization: School of Education, Minzu University of China, China – sequence: 4 givenname: Wenjing surname: Zeng fullname: Zeng, Wenjing organization: School of Education, Hangzhou Normal University, China – sequence: 5 givenname: Allen surname: Thurston fullname: Thurston, Allen organization: School of Social Sciences, Education and Social Work, Queen's University Belfast, UK – sequence: 6 givenname: Shuqiong surname: Fu fullname: Fu, Shuqiong organization: School of Education, Hangzhou Normal University, China – sequence: 7 givenname: Yiling surname: Yao fullname: Yao, Yiling organization: School of Education, Hangzhou Normal University, China |
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| Cites_doi | 10.1080/0305764X.2020.1782352 10.1080/02680939.2018.1509376 10.1080/02680939.2013.875225 10.1086/667414 10.1080/02680939.2015.1013271 10.1956/jge.v9i4.313 10.1080/02680939.2017.1336573 10.1007/s10649-013-9470-x 10.1080/02680939.2017.1372636 10.1086/448181 10.1080/02680939.2014.961968 10.2307/591464 10.1080/02680930500222436 10.1080/0268093022000043065 10.1016/0742-051X(94)90036-1 10.2304/eerj.2008.7.3.261 10.1080/17508487.2013.740678 10.1080/02680930500500138 10.1080/02680939.2019.1566972 10.1080/02680939.2013.820042 10.1080/02680930500222386 10.1080/02680939.2016.1253873 10.1080/03075079.2016.1201808 10.1111/j.1475-5661.2007.00234.x 10.4324/9780203420058 10.1080/03050069828225 10.1177/002224378101800104 10.1007/BF00598138 10.1080/01425692.2015.1044072 10.2304/eerj.2013.12.4.492 10.1080/02680939.2012.758815 10.1073/pnas.1010661108 10.2304/eerj.2008.7.4.414 10.1080/01425692.2018.1443431 |
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| Keywords | Introspective panopticism Governmentalized teacher Neoliberal governmentality Subjectivity Performativity |
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