Teachers' and parents' perspectives on curriculum reform

The aim of this chapter is to examine teachers' and parents' role and perspectives in relation to curriculum change, especially in the context of junior cycle reform in Ireland. This chapter is presented from a sociological perspective and draws on the sociological constructs of the school, teachers, parents, capital and agency to explore perspectives relative to curriculum reform. The literature indicates a variety of teacher and parent perspectives linked to curriculum reform in educational settings. This chapter explores a selection of perspectives and prioritises the most relevant for discussion. It is widely accepted that the home and the school are the two main developmental contexts of childhood. Despite the important role of both, there have often been barriers erected between them. The new junior cycle curriculum promotes student participation in learning experiences outside of the school setting through community engagement. Such an aim necessitates the explication of greater bonds between the school and home, enabling teachers and parents to enact their agency and contribute to the implementation of the new curriculum. This chapter utilises a sociological lens to consider teacher and parent perspectives and look at how teachers and parents engage in curriculum reform.