Neither a lender nor a borrower be? Exploring mathematics 'mastery' policy borrowing

Clapham, A ORCID: https://orcid.org/0000-0001-5066-134X and Vickers, R, 2018. Neither a lender nor a borrower be? Exploring mathematics 'mastery' policy borrowing. Oxford Review of Education, 44 (6), pp. 787-805. ISSN 0305-4985

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Abstract

This paper examines an instance of policy borrowing, specifically, the borrowing of ‘mathematics mastery’. In doing so, it considers some of the implications of parachuting policy from one setting into another. The process of borrowing mastery is examined not only as a policy technology, but also as a culturally located artefact embedded in the ‘high performing’ education systems of Shanghai and Singapore. Drawing on empirical evidence, the paper maps how teachers working in the East Midlands region of England borrowed, and enacted, mastery. Data suggests that the cultural 'baggage' implicit in mastery rendered it, at times, in conflict with structures inherent the English education system. The paper concludes by suggesting that the teachers’ attempts to enact mastery reported here, reveal some of the fundamental consequences inherent in policy borrowing. Consequences with, in this case at least, significant implications for the English education system at both the micro and macro levels.

Item Type:	Journal article
Publication Title:	Oxford Review of Education
Creators:	Clapham, A. and Vickers, R.
Publisher:	Routledge
Date:	11 May 2018
Volume:	44
Number:	6
ISSN:	0305-4985
Identifiers:	Number Type 10.1080/03054985.2018.1450745 DOI
Divisions:	Schools > School of Education
Record created by:	Jonathan Gallacher
Date Added:	27 Mar 2018 16:32
Last Modified:	31 May 2021 15:13
URI:	https://irep.ntu.ac.uk/id/eprint/33125

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