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Appears in Collections:Faculty of Social Sciences Journal Articles
Peer Review Status: Refereed
Title: Exploring How Performativity Influences the Culture of Secondary Schooling in Scotland
Author(s): Peace-Hughes, Tracey
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Keywords: Education
School context
School culture
Issue Date: 5-Aug-2020
Citation: Peace-Hughes T (2020) Exploring How Performativity Influences the Culture of Secondary Schooling in Scotland. British Journal of Educational Studies.
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.
DOI Link: 10.1080/00071005.2020.1801986
Rights: This item has been embargoed for a period. During the embargo please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author. You can only request a copy if you wish to use this work for your own research or private study. This is an Accepted Manuscript of an article published by Taylor & Francis Group in British Journal of Educational Studies on 05 Aug 2020, available online:
Notes: Output Status: Forthcoming/Available Online

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