Numeracy coordinators: 'Brokering' change within and between communities of practice?

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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.
Original languageEnglish
Pages (from-to)344-368
Number of pages24
JournalBritish Journal of Educational Studies
Issue number4
Publication statusPublished - Dec 2003


  • Audit
  • Brokering
  • Communities of practice
  • National Numeracy Strategy


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