Discourse in curriculum policy enactment: a focus on leadership practices

This article focuses on the prevailing discourse in enactment of governmental curriculum policy via leadership practices school management teams (SMTs). Based qualitative research three selected working class schools, explores how context positions schools distinct ways to enact policy. Stephen Ball and colleagues’ theory is employed as a lens investigate four core setting direction, developing people, redesigning organisation managing teaching learning. It argued that these are regulated by incoming they respond this an almost robotic way. The highlights two-folded nature discourse, i.e. policy, schools’ discursive responses. results indicate SMT’s fundamentally impacted determined materiality constructions.