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dc.contributor.authorKeddie, Amandaen_US
dc.contributor.authorMills, Martinen_US
dc.contributor.authorPendergast, Donnaen_US
dc.date.accessioned2017-04-24T08:57:35Z
dc.date.available2017-04-24T08:57:35Z
dc.date.issued2011en_US
dc.date.modified2012-04-03T22:49:45Z
dc.identifier.issn03054985en_US
dc.identifier.doi10.1080/03054985.2010.538528en_US
dc.identifier.urihttp://hdl.handle.net/10072/44195
dc.description.abstractThis paper presents interview data from a case study of 'Lemontyne College'; a large government school situated in a 'master planned community' (MPC) in Australia. The paper draws on Ball's (2003) theorising of performativity and fabrication to analyse this school's take up of the statusoriented corporate discourses of performance, competition and accountability. This theorising brings to light the ways in which the managerial processes at the school, driven by the administration's embracing of these discourses, shape Lemontyne into an auditable commodity and fabricate an identity around being 'number 1'. The paper highlights the lack of authenticity of this fabrication by drawing attention to its careful and deliberate construction. Our focus here is on the surveillance and accountability measures required to discipline teachers into this performative sociality and on the alternative reality articulated by teachers in terms of their resistance to this sociality. To these ends, the paper highlights how Lemontyne's embracing of performative discourses results in a desocialisation of schooling relations. We propose that such de-socialisation compromises efforts in schools to respond productively to social change and in particular to the new equity challenges arising in contexts such as Lemontyne situated in a MPC.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_US
dc.languageEnglishen_US
dc.publisherRoutledgeen_US
dc.publisher.placeUnited Kingdomen_US
dc.relation.ispartofstudentpublicationNen_US
dc.relation.ispartofpagefrom75en_US
dc.relation.ispartofpageto92en_US
dc.relation.ispartofissue1en_US
dc.relation.ispartofjournalOxford Review of Educationen_US
dc.relation.ispartofvolume37en_US
dc.rights.retentionYen_US
dc.subject.fieldofresearchSpecialist Studies in Education not elsewhere classifieden_US
dc.subject.fieldofresearchcode130399en_US
dc.titleFabricating an identity in neo-liberal times: performing schooling as 'number one'en_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.facultyArts, Education & Law Group, School of Education and Professional Studiesen_US
gro.date.issued2011
gro.hasfulltextNo Full Text


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