Abstract
The study in this article involved a critical discourse analysis of five policy documents in relation to a curriculum reform proposed for lower secondary education in the Republic of Ireland. It examined the (re)positioning of governance in relation to curriculum and teacher education. Findings indicate a predominant clinical discourse closely aligned to a global imaginary and largely directed toward individual learners within a stratification of schools as ‘adventurous’, ‘exploratory’ and ‘cautious’ schools. The study raises important questions about the future of teachers' and school leaders' work practices and autonomy within a discourse of evidence-based teaching, teacher training and surveillance.
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