Curriculum in Context: Evolution of Irish Curriculum Policy and Practice

The Importance of Context in Social Justice Leadership: Implications for Policy and Practice

“…Yet he does acknowledge the possible futility of this effort, quoting Bernstein that "education cannot compensate for society" when resources are not distributed justly by state agencies because of a lack of societal respect for the most marginalised. This clearly shows his understanding of the cultural and ideological struggles in which school is located (Grace, 1995) and the impact this has on leadership for social justice which requires a praxis focus instead of a technical one (Biesta, 2013;Carr & Kemmis, 1986;Gleeson, 2009).…”

“…In contexts where the national policies frequently suggest that social injustices can be solved only by individual academic mobilization within schools (DES, 2011) moral judgement is required to prioritise the specific needs of learners in particular schools (Berkovich, 2014). Such judgements are related to the Greek distinction between the dispositions of techne and praxis (Biesta, 2013;Carr & Kemmis, 1986;Gleeson, 2009). Techne is concerned with the quality of the product and is external to the producer.…”

“…Educational policy with an emphasis on performance-based metrics attracts a techne approach. In contrast, judgement based on praxis has the moral purpose of bringing about the self-development of each individual learner for personal and the collective common good (Gleeson, 2009). Praxis is informed action based on continuous reflection that guides judgement: it "means moving back and forth in a critical way between reflecting and acting on the world" (Brown, 2006, p. 96).…”

“…He felt maintaining the structures in the school requires his presence, limiting his opportunities to attend and engage in professional learning. Despite the continuous demands of the principalship, he is determined to stay in his role out of a sense of public service and arguably a view of education for the common good (Gleeson, 2009). Yet he does acknowledge the possible futility of this effort, quoting Bernstein that "education cannot compensate for society" when resources are not distributed justly by state agencies because of a lack of societal respect for the most marginalised.…”