Performative technologies and teacher subjectivities: A conceptual framework

Critical educational literature suggests that an increased reliance upon performative technologies is currently transforming the very foundations from which teacher subjectivities are constructed. Arguably though, the number of studies pointing to this risk or tendency is considerably larger than the ones theorising why this should be the case. Further, in those cases where the relationship between performative technologies and teacher subjectivities is theorised, the psychological mechanisms that the technologies appeal to are seldom brought to the fore. Based on this, the purpose of this article is to theorise the psychological mechanisms that performative technologies appeal to and work through, by means of identifying, systematising and elaborating extant understandings of such mechanisms in the critical educational literature. The results are presented in the form of a conceptual framework (referred to as the CMIS-framework) which suggests that one and the same performative technology may play many different roles, where each such role appeals to and works through a particular psychological mechanism. Importantly, depending on the type of psychological mechanism that is appealed to, the CMIS-framework suggests that this will lead to teachers (un)consciously conducting particular forms of subjectivising work upon themselves, here referred to as compliance, mirroring, identification and self-realisation (CMIS).     

Identity Processes and Parent–Child and Sibling Relationships in Adolescence: A Five‐Wave Multi‐Informant Longitudinal Study

The purpose of this study was to examine reciprocal associations between identity processes (commitment, in‐depth exploration, and reconsideration of commitment) and dimensions (support, negative interaction, and power) of maternal, paternal, and sibling relationships. A total of 497 Dutch families including 14‐years‐old adolescents (56.9% males), their fathers, mothers, and siblings, for a total of 1,988 respondents, participated in a five‐wave longitudinal study. Cross‐lagged analyses indicated that commitment and in‐depth exploration predicted improvements in family relationships (unidirectional effects), whereas reconsideration of commitment was predicted by low levels of maternal support and worsened the quality of the paternal relationship (reciprocal effects). These results were not moderated by adolescents' gender and sibling characteristics. Theoretical and practical implications are discussed.     

Empirical examination of the theory of disaster marathon: A case study of the local television coverage following the 2014 Ludian,China earthquake

Disaster marathon was proposed by media communication scholars to differentiate the genre of disaster television broadcasting from media events. However, its theoretical framework is limited by its omission of findings from disaster social science literature, and its lack of examinations of marathons of domestic natural disasters. Using the August 2014 Yunnan (China) Television Station broadcast The Special Report on the August 3 Earthquake in Ludian, Yunnan, we conduct a qualitative content analysis to empirically examine the disaster marathon concept for natural disasters. During the content analysis, three themes emerge: authorities’ command and control, the involvement of armed forces, and convergence of social support. Our case study findings contradict the disaster marathon conceptualization and conclude that the local television coverage following a natural disaster can also be performed as a series of conventional media events and is consistent with the established disaster coverage literature.     

Arbeitstagung des Berufsverbandes Deutscher Psychologen,Freiburg, Oktober 1956

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