Teaching Continually/Consistently/Inconsistently/Inadequately: Thinking With Deleuze and Guattari’s Becoming

• In Event: AERA Roundtable Session Saturday 5:10 pm Four Seasons Ballroom 2-3
  In Roundtable Session: Reconsidering Good Teaching (Table 2)

Abstract

This post qualitative study (St. Pierre, 2021) brings the Georgia TAPS Performance Standards and Rubrics and the TKES - Clarifying the TAPS Process documents issued by the Georgia Department of Education into dialogue with the Deleuzoguattarian concept becoming (1980/1987). While rubrics as evaluation instruments are not new to education, the emphasis on data in recent years amplifies the reliance on and trust in accountability measures. Neoliberal influences weave through education discourses, advancing standardized metric descriptions of what counts as effective teaching. I problematize the hierarchical structure of the TAPS rubric (and performance rubrics generally) as a one-size-fits-all instrument to calculate teacher performance and suggest that the performance rubric is mismatched as a tool to evaluate the immanent practice of teaching.

Author

• Leigh Elliott, University of Georgia