| Popis: |
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. |
