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Embodiment and becoming in secondary drama classrooms: The effects of neoliberal education cultures on performances of self and of drama texts
Journal article   Peer reviewed

Embodiment and becoming in secondary drama classrooms: The effects of neoliberal education cultures on performances of self and of drama texts

K. Lambert, P. Wright, J. Currie and R. Pascoe
Critical Studies in Education, Vol.60(2), pp.149-167
2019
DOI: https://doi.org/10.1080/17508487.2016.1238402
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Abstract

This article explores the effects of neoliberalism and performative educational cultures on secondary school drama classrooms. We consider the ways Deleuze and Guattari’s schizoanalysis and Butler’s concept of gender performance enable us to chart the embodied, relational, spatial and affective energies that inhabit the often neoliberal and heterosexually striated space of the drama classroom. These post-humanist analyses are useful methodological tools for mapping the complexities of student becomings in the space context of the secondary school. We also show how Foucault’s governmentality and Ball’s theory of competitive performativity are particularly salient in the context of immanent capitalism that shapes the desires of its subjects. These frameworks, when combined, can be useful in critiquing neoliberal educational assemblages and in indicating emerging deterritorializations and lines of flight in teachers and students.

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UN Sustainable Development Goals (SDGs)

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#10 Reduced Inequalities

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3 Times Cited - Web of Science

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Citation topics
6 Social Sciences
6.269 Political Philosophy
6.269.1694 Affect and Posthumanism
Web Of Science research areas
Education & Educational Research
ESI research areas
Social Sciences, general
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