Performativity, fabrication and trust: exploring computer-mediated moderation

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Clapham, A. ORCID: 0000-0001-5066-134X, 2013. Performativity, fabrication and trust: exploring computer-mediated moderation. Ethnography and Education, 8 (3), pp. 371-387. ISSN 1745-7823

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Official URL: http://dx.doi.org/10.1080/17457823.2013.792676

Abstract

Based on research conducted in an English secondary school, this paper explores computer mediated moderation as a performative tool. The Module Assessment Meeting (MAM) was the moderation approach under investigation. I mobilise ethnographic data generated by a key informant, and triangulated with that from other actors in the setting, in order to examine some of the meanings underpinning moderation within a performative environment. Drawing on the work of Ball (2003), Lyotard (1979) and Foucault (1977, 1979), I argue that in this particular case performativity has become entrenched in teachers’ day-to-day practices, and not only affects those practices but also teachers’ sense of self. I suggest that MAM represented performative and fabricated conditions and (re)defined what the key participant experienced as a vital constituent of her educational identities - trust. From examining the case in point, I hope to have illustrated for those interested in teachers’ work some of the implications of the interface between technology and performativity.

Item Type:

Journal article

Publication Title:

Ethnography and Education

Creators:

Clapham, A.

Publisher:

Routledge

Place of Publication:

Abingdon

Date:

2013