Congratulations to Audrey Doyle who has been awarded a grant of €5,000 from the John Coolahan Research Support Framework to further her doctoral thesis. Audrey’s research proffers a critique of the Junior Cycle curriculum through lens of complexity theory and the philosophical concept of ‘Becoming’ as offered in the writings of Gilles Deleuze and Félix Guattari. It maps the manner in which lower secondary in Ireland is self-organising and it examines the emerging and ‘becoming’ trajectories of curriculum change. By way of a post-qualitative methodology, it conducts semi-structured interviews with educational agencies, principals, teachers and student focus groups. The rhizomatic analysis explores the educational purposes, processes and practices of the Junior Cycle curriculum with the objective of generating an understanding of the complex ‘becoming’ of curriculum reform. The John Coolahan Research Support Framework has been designed to support practitioners’ ongoing professional learning. More specifically, it seeks to support them in their research activities, whether that be conducting research, or utilising and implementing research in their practice, either independently or in collaboration with others.