Elbra-Ramsay, Caroline ORCID: https://orcid.org/0000-0001-7281-0166 (2024) You should not be that good in week three:’ what can Strictly Come Dancing tell us about feedback and performativity in UK education policy? Research in Education.

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Abstract

The past decades have seen a plethora of TV reality talent shows emerge. The viewing population likes nothing more than seeing a ‘class’ of bakers, sewers, potters or dancers develop their skills and face the scrutiny of judges before being whittled down to a winner. The popularity of these shows says something about the national psyche but, aside from the entertainment value, may also carry conceptions of teaching, learning, assessment and feedback. By applying a metalinguistic thematic analysis to judges’ feedback, this paper seeks to examine how one UK show in particular, ‘Strictly Come Dancing,’ presents feedback and, using a feedback framework, how this is understood. This feedback framework is notable for the links made to self-regulation, an area that continues to influence UK education policy. This paper will argue that when popular TV shows such as Strictly Come Dancing are viewed through a pedagogical lens, they reveal models of feedback which are not necessarily valued. Furthermore, analysis reveals the spectacle of normalised and broader educational neoliberalism policy reflected back at us.

Item Type:	Article
Status:	Published
DOI:	10.1177/00345237241293962
Subjects:	L Education > L Education (General)
School/Department:	School of Education, Language and Psychology
URI:	https://ray.yorksj.ac.uk/id/eprint/10829

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