Article

Exploring How Performativity Influences the Culture of Secondary Schooling in Scotland

Citation

Peace-Hughes T (2020) Exploring How Performativity Influences the Culture of Secondary Schooling in Scotland. British Journal of Educational Studies. https://doi.org/10.1080/00071005.2020.1801986

Abstract
This paper explores the effects of performativity on the culture of a Scottish secondary school, Lochview High School. This is set against a backdrop of the Scottish education policy context which in recent years has been heavily focused on reducing the poverty-related attainment gap, namely through the Scottish Attainment Challenge (SAC). The analysis of the empirical data is supported by a cultural and ecological framework which emphasises the interwoven and complex nature of the school system. In particular, the paper provides a critique of accountability and performative agendas which often run counter to other national agendas, such as the SAC. Through observations, staff interviews (teachers and senior management), and student interviews, task-based activities and group discussions, the data suggests performative and accountability measures are inextricably woven through the education system within which Lochview is situated. Despite this, Lochview provides a case study of a school which successfully navigates competing agendas. However, it is not without its struggles, but the school community often finds rewards and benefits in the positive school culture which develops as a result of responding to the local community’s needs.

Keywords
Education; Performativity; School context; School culture; Accountability

Notes
Output Status: Forthcoming/Available Online

Journal
British Journal of Educational Studies

StatusIn Press
FundersEconomic and Social Research Council
Publication date online31/08/2020
Date accepted by journal20/07/2020
URLhttp://hdl.handle.net/1893/31543
PublisherInforma UK Limited
ISSN0007-1005
eISSN1467-8527