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Oxford Review of Education Volume 45, 2019 - Issue 5
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Articles

Anxiety of performativity and anxiety of performance: self-evaluation as bad faith

Alison M. BradyUniversity College London, UKCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-1410-2572View further author information
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Pages 605-618 | Published online: 24 Jan 2019

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Jinfen Xu & Yi Xie. (2023) Professional learning and identities in teaching: international narratives of successful teachers. Asia Pacific Journal of Education 43:2, pages 620-623.
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Ger Barry, Celia Walsh, Ciarán Ó Gallchóir & Patricia Mannix-McNamara. (2022) School self-evaluation and empowering leadership in DEIS schools: an exploration of success. Irish Educational Studies 0:0, pages 1-18.
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Gerry McNamara, Craig Skerritt, Joe O’Hara, Shivaun O’Brien & Martin Brown. (2022) For improvement, accountability, or the economy? Reflecting on the purpose(s) of school self-evaluation in Ireland. Journal of Educational Administration and History 54:2, pages 158-173.
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Suzanne O’ Keeffe & Craig Skerritt. (2021) Exploring teacher identity using poststructural tools. International Journal of Research & Method in Education 44:2, pages 179-192.
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Articles from other publishers (16)

Carla Figueiredo. (2024) External School Evaluation Feedback and School Self-Evaluation: What Feedback Is Provided?. Research in Educational Administration and Leadership 9:1, pages 123-164.
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Kwok Kuen Tsang, Wanying Zhang, Yuan Teng & Huan Song. (2023) Validating the Chinese Version of the Personal Accountability Measure for Assessing Teachers’ Perceptions and Experiences of Teacher Accountability in China. Behavioral Sciences 13:2, pages 145.
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Haisheng Hu & Dong Chen. 2023. Proceedings of the 2022 2nd International Conference on Education, Information Management and Service Science (EIMSS 2022). Proceedings of the 2022 2nd International Conference on Education, Information Management and Service Science (EIMSS 2022) 1194 1202 .
Alison M. Brady. (2022) Accounting for Oneself in Teaching: Trust, Parrhesia, and Bad Faith. Studies in Philosophy and Education 41:3, pages 273-286.
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Li Meng, Jinlong Zhu & Liying Wang. (2022) Classroom Teaching Performance Evaluation Model Guided by Big Data and Mobile Computing. Wireless Communications and Mobile Computing 2022, pages 1-9.
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Nicola Fraschini & Hyunjin Park. (2022) A Q methodology study to explore Korean as a second language undergraduate student-teachers’ anxiety. International Journal of Educational Research Open 3, pages 100132.
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Alison M. BradyAlison M. Brady. 2022. Being a Teacher. Being a Teacher 155 180 .
Alison M. BradyAlison M. Brady. 2022. Being a Teacher. Being a Teacher 95 111 .
Alison M. BradyAlison M. Brady. 2022. Being a Teacher. Being a Teacher 55 68 .
Alison M. BradyAlison M. Brady. 2022. Being a Teacher. Being a Teacher 15 34 .
Nicola Fraschini & Hyunjin Park. (2021) Anxiety in language teachers: Exploring the variety of perceptions with Q methodology. Foreign Language Annals 54:2, pages 341-364.
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Alison M Brady. (2021) Response and Responsibility: Rethinking Accountability in Education. Journal of Philosophy of Education 55:1, pages 25-40.
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Alison M. Brady. 2021. The Promise of the University. The Promise of the University 67 78 .
Geraldine Mooney Simmie & Joanne Moles. (2019) Teachers’ Changing Subjectivities: Putting the Soul to Work for the Principle of the Market or for Facilitating Risk?. Studies in Philosophy and Education 39:4, pages 383-398.
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ALISON M. BRADY. (2019) Struggling Teachers and the Recognition of Effective Practice. Journal of Philosophy of Education 54:1, pages 183-200.
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Alison M. Brady. (2020) From the reflective to the post-personal teacher. Teoría de la Educación. Revista Interuniversitaria 32:1, pages 55-72.
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