Performative Pedagogy: Shaping Identity Through Classroom Action

Are you the teacher you were born to be or is your performance restrained by context?

In my Teaching Artistry online course, we recently explored the concept of performative pedagogy and posed the provocative question: Do we teach the way we do because of who we are, or does our performance in the classroom shape who we become? Drawing inspiration from Judith Butler’s theory of performativity, the discussion explored how identity and behavior intertwine, particularly in the teaching profession.

Key Insights and Perspectives

The participants offered rich, diverse perspectives on the role of performativity in teaching, shedding light on both consensus and disagreement.

Behavior Reflecting Identity

Several participants emphasized that our actions in the classroom are an extension of who we are. As Barbara succinctly put it:

“People perform according to their values and beliefs. The more aware you are of these, the more conscious your actions become. It’s vital to ask, ‘Why am I acting like this?’”

Kadir echoed this view, likening behavior to a mirror:

“Our actions reflect our inner selves to the world, but behavior is not static—it evolves as we grow and adapt to new contexts.”

Cultural and Social Influences

Others highlighted the influence of societal norms and cultural values on performativity. Norah argued:

“Culture shapes our attitudes, values, and beliefs, which construct our identity. Gender, for instance, is not natural or stable but a performance regulated by society and family.”

However, there was some pushback against this perspective. Nada expressed a nuanced view:

“There is a static part of identity—our biological makeup—which I believe cannot be ignored. While social and performative identity are fluid, there are elements of who we are that remain constant.”

Adaptability in Teaching

The idea of teachers as adaptable performers sparked an engaging debate. Galina shared:

“Teachers constantly wear different hats—mentor, critic, friend, authority figure. These roles are performative acts shaped by context, yet they also shape our identity over time.”

Oksana, however, questioned whether this adaptability dilutes authenticity:

“Performing based on societal frameworks can lead us to compromise on our true selves. It’s a balance—staying authentic while adapting to different teaching scenarios.”

Agency in Identity Formation

A recurring theme was the agency teachers have in shaping their identities. Tugce noted:

“Performativity shows that identity isn’t fixed; it’s something we actively create through our actions and interactions. Our behavior shapes who we are.”

Yet, some participants like Amna warned of external constraints:

“Our social roles and cultural values often draw boundaries we can’t cross. While we have agency, societal limits on freedom affect how we perform and express ourselves.”

Sparking a Discussion

The session highlighted both shared understanding and contrasting viewpoints, opening the floor for further dialogue:

• Can teachers truly balance authenticity with the performative demands of their roles?
• To what extent do societal and cultural expectations restrict or enhance our ability to perform in the classroom?
• Is performativity in teaching an opportunity for growth, or does it risk creating a facade of ritualised behaviour?

By engaging with these questions, educators can reflect on their practice and the dynamic interplay between who they are and how they teach. As a teacher are you the best version of yourself?

I’d love to hear your thoughts—how does your identity influence your teaching, and how does your performance in the classroom shape your sense of self?

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