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Performativity, Fabrication and Trust: Exploring Computer-Mediated Moderation
ARTICLE

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

Abstract

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.

Citation

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

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