Doing without believing – enacting policy in the English primary school. Issue 4 (7th August 2020)

• Record Type: Journal Article
• Authors: Braun, Annette; Maguire, Meg
• Is Part Of: Critical studies in education. Volume 61:Issue 4(2020)
• Page Start: 433
• Page End: 447
• Publication Date: 2020-08-07
• Subjects: Affect -- performativity -- policy enactment -- primary school -- primary teachers -- teacher subjectivity; Education -- Periodicals; 370.5
• DOI: 10.1080/17508487.2018.1500384
• Languages: English
• ISSNs: 1750-8487

Abstract

ABSTRACT: This paper explores how six English primary school teachers enact assessment and attainment-focused policy and asks what this performative policy work does and whether it shapes or requires a new kind of primary teacher subjectivity. The paper draws on a small study of policy enactments in two primary schools in Greater London in order to discuss two dimensions of policy enactment that emerged from our data: first, shifting assessment regimes in primary schools which create an enactment environment of second-guessing policy; second, a shift in focus from the individual child to targeted groups that raises questions about more traditional primary school values. The paper concludes with a reflection on the effects of contradictory values and practices and how this policy context creates a form of 'doing without believing' in the English primary school.