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Junior Cycle Reform – Why Context Matters: a Context-Centric Analysis of Curriculum Reform in Lower Irish Secondary Education David King

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Junior Cycle Reform – Why Context Matters: a Context-Centric Analysis of Curriculum Reform in Lower Irish Secondary Education David King Junior Cycle Reform – Why Context Matters: A context-centric analysis of curriculum reform in lower Irish secondary education David King Submitted in partial fulfilment of the requirements for the degree of Doctor of Education April 2017 The University of Sheffield Faculty of Social Sciences School of Education Abstract This thesis is concerned with curriculum policy enactment in the field of lower secondary education in Ireland. The research illuminates the experiences of teachers and school leaders in three pilot schools who were enacting a new Junior Cycle (JC) curriculum on a trial basis, prior to national roll- out to schools across the country. This reform, recognised by many as the most significant in the history of Irish education, has been marked by slow introduction, fragmentation and high levels of contestation from teacher unions. The initial aim of this research was to generate theory on the perspectives of key stakeholders regarding their enactment of this new curriculum, as described in A Framework for Junior Cycle, released by the Department of Education and Skills (DES, 2012). The research agenda lay within the interpretivist paradigm and followed a grounded theory methodology. The main method employed was both group, and individual, focussed interviews. Ball’s policy cycle (with modifications by Lesley Vidovich) provided a conceptual framework through which to analyse how teachers and leaders in the pilot schools had interpreted The Framework and translated it into practice across different levels of policy enactment. As the study progressed, the nature of what was being generated through the process of theory construction indicated that what was of central concern for participants was matters to do with context. Thus, in keeping with interpretive and grounded theory approaches to research, it was deemed necessary to re-orientate the aim to allow for a more specific interrogation of the contexts that influenced the enactment of The Framework. Consideration was given to the influence of school and system contexts on actors’ interpretations of JC reform and its translation into practice. The results of the study suggest that curriculum policy and the management of the reform process at a system level influenced actors’ interpretations of JC reform, whilst the management of school policy and participant values influenced its translation into practice. A new concept, contextual leverage, illuminates how policy can be managed to bring about a shared meaning of the purpose of JC curriculum at a school and system level. A context-centric theoretical model is presented, which reconciles the other concepts constructed in the study to describe how JC reform has been contextually mediated and institutionally rendered. Consequently, this study offers a contribution to knowledge that responds to the dearth of contextualised policy responses in the change literature. It looks to move beyond the truism that ‘context matters’ in curriculum policy enactment through illuminating what contexts matter, how they matter and why. This research presents, and expands upon, statements regarding why context matters for schools, for policy analysis and for system level governance. Context, in this regard, is not bleached into the background of the policy landscape but rather becomes a centralised, active force through which we can understand and mediate change better. 2 Acknowledgements For me, this thesis has been a labour of love. Its focus is a testament to my love for education, and the vocation of teaching. Its submission is a tribute to the investment of love from those closest to me, without whom I would never have completed. The pain to complete this thesis is proof that, at times, love hurts! Whilst I could not discernibly acknowledge all those who have been part of this labour of love, it would be remiss of me not to mention a few: - I am very grateful to the teachers and school Principals who were participants in this research. Dedicated and enthusiastic educators, noble pioneers of Junior Cycle reform, I thank you sincerely. - To my supervisor, Professor Elizabeth Wood, I extend my deepest gratitude. You have been my finest mentor, and your challenge and support have encouraged my growth. Thank you so much for providing the conditions for me to flourish as an academic, and for getting me there. - Thank you to Doctor David Hyatt of the University of Sheffield and Professor David Leat of Newcastle University for a stimulating and challenging viva experience; a thorough and enabling academic discussion which I enjoyed greatly. - Thank you to all the members of my school community, my extended family at Blackwater Community School, Lismore, Co. Waterford. You have been an inspiration throughout my career and, at times perhaps unwittingly, challenged me to see the vocation of teaching in different shades and colours. Particular thanks to my Principal Denis Ring, who has always encouraged me to advance my career with enthusiasm. Finally, to my friends David Cunningham and Sean Murphy – thank you for convincing me that I could do it, and for being there. - I am very grateful to my own teachers from Dungarvan CBS primary and secondary schools. I would particularly like to mention my English teacher Tony Lake (RIP), who taught me to never give up on a person. I am privileged to have learned from and be inspired by you, and continue to be your student! - I wish to warmly acknowledge my colleagues and friends in Junior Cycle for Teachers (JCT); thank you for expanding my mind with regards to reform in Ireland and beyond. In particular, I wish to thank my colleagues on the Science Team who have furthered my understanding of professionalism, excellence, leadership and, most importantly, friendship. I would like to thank all the teachers and school leaders who, in my time with JCT, I have had the privilege to work with. Thank you for allowing me to share your learning journey. - Thank you to my extended family and friends through the years who always believed in me. So many so, none mentioned, none forgotten. - To my four children, most of whom have lived their entire lives with this thesis: Danny, Katie, Robert and Adam. I often complained that the hard part of a doctorate was not the research and writing, but the pain of watching you and Mammy drive away in the car each time I studied. Thankfully, that pain is now over. Being your Dad is, and always will be, my proudest achievement. Love forever, ‘Super Brain’. I dedicate this thesis to my wife and best friend, Fiona. Doing a doctorate is a selfish endeavour, and I am grateful to her for allowing me to embark on this journey of selfishness, especially with small children at home. Thank you for keeping the home fires burning brightly, when I as a father was not available to stoke them with you. Thank you for keeping the fire of enthusiasm burning inside me to complete my thesis, especially at times when I felt it was extinguished. During my 6 years on the EdD, there were moments when I felt I was on the floor. You picked me up, put me back together and got me moving again, always reminding me that ‘it was in me’. I Thank you, Fiona, for helping me know my own strength. This work, my life, my soul, is yours. I love you xxx 3 Table of Contents CHAPTER 1: INTRODUCTION ..................................................................................................... 10 1.0. Introduction ............................................................................................................................................ 10 1.1. Context and rationale for the study ........................................................................................................ 10 1.1.1. A Framework for Junior Cycle ................................................................................................................ 10 1.1.2. Reform concerns .................................................................................................................................... 16 1.2. Structure of this thesis ............................................................................................................................ 18 CHAPTER 2: FROM THEORETICAL LENS TO RESEARCH QUESTIONS ........................................... 20 2.0. Framing the research - why my context matters ..................................................................................... 20 2.1. Education policy ...................................................................................................................................... 29 2.1.1. A policy cycle across levels ..................................................................................................................... 30 2.1.2. Curriculum as policy ............................................................................................................................... 33 2.1.3. Bringing it together ................................................................................................................................ 34 2.2. The ebb and flow of research questions .................................................................................................. 37 CHAPTER 3: LITERATURE REVIEW .............................................................................................. 39 3.0. Introduction ............................................................................................................................................ 39 3.1. Introducing system-wide change ...........................................................................................................
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