EXPLORING HOW PERFORMATIVITY INFLUENCES THE CULTURE OF SECONDARY SCHOOLING IN SCOTLAND

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:

• performativity
• school context
• school culture
• accountability

Acknowledgements

I would like to thank the staff and young people who gave up their time to take part in the empirical research. I would also like to thank the anonymous reviewers for their helpful feedback and suggestions on previous drafts of this paper.

Disclosure Statement

No potential conflict of interest is reported by the author.

Notes

1 Secondary schooling covers the ages 11 to 18 (from S1-S6), with young people having the option to leave school from age 16 onwards (S4/5).

2 A benchmarking tool introduced to replace the performance statistics, Standard Tables and Charts.

3 A qualification-based grade of Chartered Teacher was established to reward experienced and high-quality teachers who wished to pursue a challenging career, but still teach.

4 Education in Scotland is provided by the state and independent sector. The vast majority of schools are state schools which are owned and operated by local authorities.

5 Some schools in Scotland are associated with a religious denomination.

6 These are subject-based qualifications that young people study for in the Senior Phase (S4-6) of secondary school (ages 15 to 18). These qualifications are assessed through exam or coursework, or both – most of which is marked by the Scottish Qualifications Authority (SQA). For more information: https://www.sqa.org.uk/files_ccc/Guide_to_Scottish_Qualifications.pdf

Additional information

Funding

This work was supported by an ESRC collaborative studentship (grant number 1511348).