Publications


Testing times in English primary schools1992-2012:The effects of a performative culture on teachers' and pupils' relations and identities

Bob Jeffrey



This book draws upon research by the author and colleagues over the past twenty years into how primary schools, teachers and pupils manage their educational lives in a performative culture, exemplified by a continuous increase in inspections, testing and target setting. It is a collection of articles published by the author from 2004 to 2013 which identify the day to day life of teachers and pupils engaged in managing performative imperatives. (We also researched the intricacies of creative teaching and learning and the effect of performativity on this form of pedagogy but that material is published elsewhere). Through our ethnographic methodology we bring out the ways in which performativity affects teachers and pupils management of their educational practice and the effects on their educational identities. We include analysis of the way performativity shapes curriculum practice and learning experiences; the effect on careers, professsionality and relations; school policy and self-identities.

The collection shows that after twenty years since the first Ofsted inspections and annual national Standard Assessment Tasks in the early 1990s performativity imperatives have been unrelenting. However, the collection is also able to chart the ways in which schools and teachers have adapted the situation to suit themselves but also how hegemony works to reproduce this particular power. The problematic nature of agency is also seen through this twenty year collection of continuous research.

It includes details on how Foucault's governmentality works, the kinds of educational identities developed, the story of one four day inspection from researcher fieldnotes and the way schools today manage and embrace policy to ensure success. This collection will be useful as a way to review and interpret a major new educational curriculum and policy approach commencing in schools in 2014.


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  • Testing Times - Jeffrey




    Bullied into it - Bullying, Power and the Conduct of Conduct

    Paul Horton



    Bullied into it: Bullying, Power and the Conduct of Conduct takes issue with the way in which the relations between school bullying and power have commonly been understood.

    Drawing on long-term ethnographic fieldwork conducted in two schools in the northern Vietnamese port city of Haiphong, the book contextually situates the bullying that occurs within the disciplinary framework of the school and focuses not only on the bullying that occurs between students but also that which occurs between teachers and students.

    This situated analysis of school bullying illustrates how different educational practices reduce, encourage, and even constitute bullying, as well as the various ways in which bullying is utilised by some students and teachers as a means through which to exercise, enforce and contest relations of power in schools.

    The book thus contributes significant knowledge about the importance of the educational context and the role of teachers, and raises pertinent questions about the ways in which school bullying has hitherto been researched and understood. Shifting the focus from the specific actions meted out by particular individuals to the power relations within which those actions gain currency, the book questions the notion that bullying merely involves an unequal power relation and instead highlights that bullying relations are power relations.


    About the author

    Paul Horton has a PhD in Child Studies and is currently employed as a post-doctoral researcher at the Centre for Gender Studies at Lund University in Sweden. Paul has previously written about school bullying in the Danish and New Zealand educational contexts and also hosts the Bullying Research website.

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    Learner biographies and learning cultures: Identity and apprenticeship in England and Germany

    Michaela Brockmann



    The comparative, multi-method ethnography is an in-depth study of sixteen apprentices in England and Germany, on two contrasting apprenticeship programmes-retail and motor vehicle maintenance. Bringing together a wealth of rich material, including young people's life stories and data from observations in workplaces and colleges, it paints a compelling picture of the individual young people as they negotiate learner identities over time, in multiple life domains and in the 'learning cultures' of the workplace and the college. The cross-national comparative design, contrasting the high-quality German dual system with the variable provision of apprenticeships in England, highlights the significance of discursive regimes in young people's identity construction. It is argued that learner identities are not natural or abiding, but are formed through concrete experiences of learning and constituted in institutional settings with discursive frameworks that prioritise certain forms of knowledge. The findings challenge one of the most common stereotypes of young people in vocational education in England today-that they are 'naturally' non-academic and that vocational pathways need to provide predominantly 'practical' training.


    Price UK £11.95 ISBN 1872767389. Available from Amazon and Tufnell Press





    Performativity in UK Education: Ethnographic cases of its effects, agency and reconstructions

    Edited by Bob Jeffrey and Geoff Troman



    This collection explores policy at the macro level, in the context of policy text production, and at the meso and micro levels in the context of practice. Its aim, therefore, is to combine policy analysis with ethnographic explorations of a range of educational sites in order to understand the impact of performative policies on the work of the headteachers, teachers, lecturers and pupils/students. Our focus is on how individual actors make sense of, analyse, interpret and use agency to ameliorate or reconstruct performative situations.

    Our first theme focuses on how research itself is influenced by the performativity discourse and our second upon examples of the direct effects of performativity via inspections and testing upon school policymaking, practice and professional accommodation. The tension involved in the maintenance of professional values, in a context of performativity, is then examined in our third theme and the fourth theme of agency in performative cultures is then portrayed in two primary schools, Further Education and youth centres outside mainstream education.


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  • Understanding Pupil Resistance- Integrating Gender, Ethnicity and Class: An educational ethnography

    Lisa Russell



    The book attempts to understand pupil resistance to mainstream schooling and its meaning in working-class communities and schools. It explores what pupil resistance looks like; how it is played out in the classroom and playground and how is it experienced by the teenagers themselves. A new range of resistances are analysed and used to show how girls' patterns of resistances have developed and changed. It shows that girls tend to be more aggressive in their tone, visibility and prominence in their resistance and that they tend to operate collectively to enforce more emancipatory powers against certain teachers and the school system.

    This book tells the story of marginalised youth, the disadvantaged and disengaged, through their experiences and their words.

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    Young people's influence and democratic education: Ethnographic studies in upper secondary schools - editors Elisabet Öhrn, Lisbeth Lundahl and Dennis Beach - 2011



    Our ethnographic study shows how social relationships are formed in performative processes of rituals and ritualizations. In this sense, the focus is on the dramaturgy and organization of ritual interactions and their effects, on scenic-mimetic expressivity, on the performance and staging character, and on the practical knowledge of social action. Four central socialization fields of performative ritual action are analyzed: the living environment of the family, transitions in everyday school life, games children play at recess and media stagings of peer groups. Ritual action is also defined as practical mimetic knowledge, and the city is characterized as performative space.

    Price UK £11.95 ISBN 978-1-872767-23-9 Available from Amazon and Tuffnell Press





    Ritual and Identity: The staging and performing of rituals in the lives of young people - Christoph Wulf et.al. - 2010

    Our ethnographic study shows how social relationships are formed in performative processes of rituals and ritualizations. In this sense, the focus is on the dramaturgy and organization of ritual interactions and their effects, on scenic-mimetic expressivity, on the performance and staging character, and on the practical knowledge of social action. Four central socialization fields of performative ritual action are analyzed: the living environment of the family, transitions in everyday school life, games children play at recess and media stagings of peer groups. Ritual action is also defined as practical mimetic knowledge, and the city is characterized as performative space.

    Price UK £12.95 ISBN 1872767133 Available from Amazon and Tuffnell Press





    How to do Educational Ethnography - Edited by Geoffrey Walford - 2008

    This book is written by key authors in the educational ethnography field including contributions from Dennis Beach, Sara Delamont, Martin Forsey, Judith Green, Bob Jeffrey, Mats Trondman and Geoffrey Walford. It is designed for researchers new to educational ethnograpy as well as those with some experience. It guides the reader through the processes and pitfalls of conducting ethnography in educational settings and gives guidance on how the reader can conduct high quality research.

    Price: UK £12.95 ISBN 1872767923 Available from Amazon and Tuffnell Press





    Performing English with a postcolonial accent: Ethnographic narratives from Mexico - Angeles Clemente and Michael J. Higgins - 2008

    This book is intended for scholars and students in applied linguistics, cultural anthropology, SLA, and cultural studies; for those working in English as an additional language and Latin American community studies; and for non-native teachers of English and language teachers interested in performativity and postcolonial discourses.

    Price UK £ 14.95 ISBN 1872767877 Available from Amazon and Tuffnell Press





    Education and the Commodity Problem: Ethnographic Investigations of Creativity and Performativity in Swedish Schools - Dennis Beach and Marianne Dovemark - 2007

    This book investigates how educational institutions, teachers and students deal with knowledge production, processing, acquisition, critique, and dissemination at times of social, economic and political change with regard to the steering principles of education and the discoursing of education policy.

    Price UK £12.95 ISBN 1872767729 Available from Amazon and Tuffnell Press





    Creative Learning Practices: European Experiences - Edited by Bob Jeffrey - 2007

    This book is the result of the EC and ESRC funded Creative Learning and Student's Perspectives (CLASP) research project which examined processes of creative learning in nine European countries.

    Price UK £12.95 ISBN 1872767575 Available from Amazon and Tuffnell Press





    Researching Education Policy: Ethnographic Experiences - Geoff Troman, Bob Jeffrey, Dennis Beach - 2006

    The book traces some of the issues and experiences in the development of ethnographic projects examining policy developments —from planning, through analysis and writing, to outcomes as methodological articles.

    Price UK £10.95 ISBN 1872767621 Available from Amazon and Tuffnell Press