Examining teaching for mastery as an instance of 'hyperreal' cross national policy borrowing

Clapham, A ORCID: https://orcid.org/0000-0001-5066-134X, 2023. Examining teaching for mastery as an instance of 'hyperreal' cross national policy borrowing. Oxford Review of Education. ISSN 0305-4985

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Abstract

To improve education performance at home, countries cross nationally policy-borrow from jurisdictions ranked highly in international league tables. This paper examines a practical example of one such instance of policy borrowing, Teaching for Mastery (TfM). Over a six year period, interviews were conducted with teachers working in primary schools in the East Midlands region of England. The focus of these interviews was to explore informants’ experiences of enacting TfM and their analysis of the UK government's motives for undertaking this borrowing. Applying Baudrillard's ideas around hyperreality and image to these data indicated two key themes: 1) TfM discourses masked crucial aspects of the original policy, with the result that 2) TfM became non-relational to the original and thus hyperreal. The paper suggests strategies that might mitigate against policy becoming hyperreal and concludes that government must carefully consider its motives for engaging in the borrowing process from the outset.

Item Type:	Journal article
Publication Title:	Oxford Review of Education
Creators:	Clapham, A.
Publisher:	Taylor & Francis (Routledge)
Date:	10 August 2023
ISSN:	0305-4985
Identifiers:	Number Type 10.1080/03054985.2023.2229549 DOI 1765658 Other
Rights:	© 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/ licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent.
Divisions:	Schools > Nottingham Institute of Education
Record created by:	Linda Sullivan
Date Added:	05 Sep 2023 09:42
Last Modified:	05 Sep 2023 09:42
URI:	https://irep.ntu.ac.uk/id/eprint/49649

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