Market mirages and the state’s role in professional learning: the case of English mathematics education

Abstract

ABSTRACT Using a theoretical framework of policy assemblage, we analyse current primary mathematics teacher professional development in England, in the context of a transnational policy of mastery in mathematics influenced by East Asian practices. As well as the increased discourse of marketisation, and school and teacher autonomy, there has also been a paradoxical process of greater state influence over the content and form of professional learning. This paper maps the mathematics mastery market to show how marketisation and competition form a mirage that masks state-market assemblage. An analysis of these assemblages illuminates the state’s role in fostering a market whilst also operating as an actor in this market, in this case in mastery professional development. Within the mastery market, tensions arise between the phenomena of replication and isomorphism and differentiation of ‘offers’ that develop affinity groups and networks. Thus, we extend previous descriptions of the hierarchy, markets, and networks, and the roles of state funded actors within teacher professional development by identifying the importance of multiplicity of logics, assemblage as a process of labour, and the dynamic nature of relationships and activity. Resources to support teacher professional learning are mobilised in competitive processes with apparent choice hiding state direction.