You are here:

Performativity, Fabrication and Trust: Exploring Computer-Mediated Moderation

Ethnography and Education Volume 8, Number 3, ISSN 1745-7823


Based on research conducted in an English secondary school, this paper explores computer-mediated moderation as a performative tool. The Module Assessment Meeting (MAM) was the moderation approach under investigation. I mobilise ethnographic data generated by a key informant, and triangulated with that from other actors in the setting, in order to examine some of the meanings underpinning moderation within a performative environment. I argue that in this particular case performativity has become entrenched in teachers' day-to-day practices, and not only affects those practices but also teachers' sense of self. I suggest that MAM represented performative and fabricated conditions and (re)defined what the key participant experienced as a vital constituent of her educational identities -- trust. From examining the case in point, I hope to have illustrated for those interested in teachers' work some of the implications of the interface between technology and performativity.


Clapham, A. (2013). Performativity, Fabrication and Trust: Exploring Computer-Mediated Moderation. Ethnography and Education, 8(3), 371-387. Retrieved January 24, 2022 from .

This record was imported from ERIC on November 3, 2015. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.