Accountability standards push teachers into fabricated performances that erase their inner selves.

Evidence

The constant judgment of a teacher’s outward performance, stemming primarily from evaluations that focus on accountability standards, creates a sense of instability and insecurity for the teacher (Ball, 2003). What often results are fabricated performances that exist to meet the standards but result in a loss of the teacher’s inner self (Ball, 2003). These performances do not represent a teacher’s true self, but rather a self that exists to be accountable to the system. — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed, 675

Categorization

• XREF: Directly engages Ball’s performativity literature; parallels the double-consciousness and self-fracturing themes noted in chapter 4 of this book. — connects to: Accountability metrics operate as cultural conquest replacing teachers’ inner value systems. — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed:…, 676; Teacher inner-outer self friction persists even with mindfulness practice — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed:…, 656; Systemic dual-pressures drive the best liberatory teachers out of classrooms — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed:…, 1461 (+1 more)
• QUESTION: Worth chasing: empirical evidence on how performance-based evaluations actually reshape teacher identity versus declared self.