“Playing the game”: performativity, power and panopticism in the context of school inspection in Wales

Evans, Gareth (2025) “Playing the game”: performativity, power and panopticism in the context of school inspection in Wales. Journal of Education Policy. ISSN 1464-5106

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Abstract

School inspection is recognised across the world as an important accountability mechanism designed to evaluate performance and maintain standards. In the United Kingdom, research related to school inspection has tended to focus on England’s inspectorate, Ofsted, and its influence on teachers and leaders there. This small-scale study is distinct in that it considers for the first time the Welsh inspectorate, Estyn, and its perception amongst school leaders in Wales. Drawing heavily on the work of Foucault, it explores how performativity, power and panopticism are manifested in the inspection process, from the perspective of school leaders. A series of semi-structured interviews were undertaken and used to explore how those responsible for the day-to-day running of schools interpret and respond to Estyn judgements. The study provides new empirical evidence that the behaviour and practice of some school leaders is driven almost entirely by the inspection process, which calls into question the efficacy of inspection as a robust and reliable accountability mechanism.

Item Type:	Article
Uncontrolled Keywords:	Accountability, school inspection, Estyn, performativity, school improvement, Foucault
Subjects:	L Education > L Education (General) L Education > LB Theory and practice of education L Education > LC Special aspects of education
Divisions:	Institutes and Academies > Institute of Education and Humanities > Centre for Professional Learning and Leadership
Identification Number:	https://doi.org/10.1080/02680939.2025.2592545
Depositing User:	Gareth Evans
Date Deposited:	24 Nov 2025 11:13
Last Modified:	24 Nov 2025 11:13
URI:	https://repository.uwtsd.ac.uk/id/eprint/4013

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