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2021 |
Audrey Doyle (2021) ECER All changed, changed utterly: reimagining School Placement in the 21st Century during a Covid-19 pandemic Online, . |
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2019 |
Audrey Doyle (2019) ESAI 2019 This paper argues that Junior Cycle reform in Ireland has the educational capacity to constitute the emergence of a new becoming for lower secondary. This new curriculum generated through the philosophical and theoretical interrogation of curriculum purpose, process and practices, has shaken lower secondary to its core. It has moved the assemblage of lower secondary in Ireland into a liminal space – the space of being betwixt and between. This space continues to be occupied due to a lack of knowledge-making in the areas of curriculum concepts, language and roles. Important thresholds are emerging to move curriculum into a very different landscape which offers the beginning of greater autonomy, agency and emancipation in a more inclusive educational experience for all (Biesta, 2013) Sligo, Ireland, . |
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2021 |
Audrey Doyle, Michael O'Leary and Zita Lysaght (2021) ECER High Stakes Exams in the time of Covid-19. The Experiences of Irish Post Primary Teachers Online, . |
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2021 |
Audrey Doyle (2021) ESAI Re-imagining new possibilities for Teacher Placement for post-primary teachers: the role of the assessor in the Classroom Based Assessments Online, . |
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2021 |
Audrey Doyle & Niamh O'Brien (2021) World Anti-Bullying Forum An exploration of bullying at a fee-paying day and boarding school using a Participatory Action Research Framework Stockholm, Sweden, . |
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2021 |
Audrey Doyle, Zita Lysaght & Michael O'Leary (2021) AEA Teacher Assessment Identity in the Context of a High Stakes Examination Online, . |
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2020 |
Audrey Doyle (2020) ESAI Assessment in the Junior Cycle through the lens of Deleuze and Guattari’s concept of difference Online, . |
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2019 |
Audrey Doyle (2019) ECER 2019 This paper argues that to respond to the turbulence, uncertainty and risks experienced by education in the twenty-first century, a different approach to education and curriculum is needed. It proposes that curriculum as rhizome and education as becoming might open up possible trajectories for deliberation. It bases its findings on a study of the design, development and enactment of reforms in lower secondary education in Ireland Hamburg, Germany, . |
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2019 |
Audrey Doyle (2019) Fourth European Conference on Curriculum This paper argues that two trajectories have gathered momentum in the assemblage of lower secondary education in Ireland: the curriculum creator and the curriculum maker. The curriculum creator is a multiplicity of all the actors in the assemblage. It emerges as a collaborative ecosystem connecting, consulting and communicating in constant feedback loops, providing flow and dynamism as curriculum is designed and mapped Maynooth, Kildare, . |
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2018 |
Audrey Doyle& Majella Dempsey (2018) ECER 2018 This paper argues that inclusion of all stakeholders in curriculum design, development and enactment is a highly complex task and whilst representatives of all stakeholders may be present at the table to consult on a new curriculum, this presence does not mean inclusion. Inclusion in curriculum reform is dependent on genuine dialogue (Buber, 1947, p.113), the recognition of the histories, traditions, agendas and biases of all at the table but the “fusion of horizons” (Gadamer, 1975, p.306-307), so that the assemblage can pursue an emerging understanding of a new curriculum framework Bolzano, Italy, . |
