Numeracy Coordinators

‘Brokering’ Change Within and Between Communities of Practice

Bibliographic Data

ID8407482
AuthorsBrian Corbin (0000-0002-4028-0794, Manchester Metropolitan University), Olwen Mcnamara (University of Manchester), Julian Williams (0000-0003-0161-0532, University of Manchester)
Year2003
Volume51
Issue4
Pages344-368
Publication date2003-12-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueBritish Journal of Educational Studies (JOURNAL)
Journal identifiersISSN: 0007-1005 • E-ISSN: 1467-8527
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1046/j.1467-8527.2003.00243.x
OpenAlexW2137560817
LanguageEN
Citations received4
References cited23

This paper draws on a study of numeracy coordinators in primary schools in the UK in the second year of the implementation of the National Numeracy Strategy (NNS). It identifies them as working between three main tasks: embedding the Strategy, sustaining teacher collegiality and auditing accountability. We identify tensions in 'being a coordinator' in relation to these tasks, especially for discourse and identity. We assess the usefulness of the metaphor of 'brokering' in 'communities of practice' (Wenger, 1998) to theorise such tensions. We conclude with some reservations about the metaphor, especially in the way the tensions are discursively performed in relation to the rate of change, complexity of notions of professional identity, and the problematic 'community' status of audit in the educational context

Accountability · Audit · Business · Collegiality · Community of practice · Context (archaeology) · Geography · Identity (music) · Linguistics · Literacy · Metaphor · Numeracy · Pedagogy · Political science · Public relations · Relation (database) · Sociology · Accounting · Educational Assessment and Improvement · Educational Theory and Curriculum Studies · Teacher Education and Leadership Studies

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