Panoptic performativity and school inspection regimes: disciplinary mechanisms and life under special measures
Panoptic performativity and school inspection regimes: disciplinary mechanisms and life under special measures
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全景表演和学校检查制度：纪律机制和特殊措施下的生活
DOI：
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发表时间：
2006
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影响因子：
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通讯作者：
Jane Perryman
中科院分区：
文献类型：
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作者：
Jane Perryman
本文着眼于Ofsted，特别是特别措施制度作为纪律机制的一部分。它探讨了诸如学校效能理论，Ofsted的权力越来越大，以及特殊措施下的生活等问题，并将其与表演性，纪律和监督联系起来，使用全景监狱的隐喻。教师问责制的变化是有迹可循的，沿着教学审计文化的兴起和英国教育标准局权力的增加。研究背景是一所学校在1999-2003年期间的案例研究。在此期间，学校被置于特别措施之下，并提供了一个机会来审查一项关键的政府政策的影响。研究的问题是教育标准局、特别措施以及这些措施对学校和教师的影响。本文认为，一个特别措施制度是一个例子，我称之为panoptic performativity的panoptic纪律。主要的研究与现有的许多研究和Ofsted检查的第一手资料相呼应。我还找到了特别措施制度的背景下，利奥塔的“表演性”，福柯的“正常化”，和学校的有效性文献。
This paper looks at Ofsted and particularly special measures regimes as part of a disciplinary mechanism. It examines issues such as school effectiveness theories, the increasing powers of Ofsted, and life under special measures and links it to performativity, discipline and surveillance using the metaphor of the panopticon. The change in teachers’ accountability is traced, along with the rise in the audit culture in teaching, and the increase in the power of Ofsted. The research context is a case study of a school over the period 1999–2003. During this time the school was placed into special measures and provided an opportunity to examine the effects of a key Government policy. The issues researched were Ofsted, special measures and the effects that these had on schools and teachers. The paper argues that a special measures regime is an example of panoptic discipline which I call panoptic performativity. The primary research is echoed by much of the existing research and first hand accounts of Ofsted inspections. I also locate special measures regimes in the context of Lyotard’s ‘performativity’, Foucault’s ‘normalization’, and the school effectiveness literature.