School choice is associated with greater diversification in the social composition of different schools (OECD, 2007a; Musset, 2012), parents choosing schools according to several different factors instead of academic record alone (Sanders and Epstein, 1998; Musset, 2012). Parents tend to be concerned about their own, individual child rather than about school or system-wide endeavours aimed at benefiting all children (Fullan, 2007; Hargreaves, 2000; Westbury, 2007). They may have a role in curriculum development processes - intentional and often collective activity or process aimed at beneficial educational change (Marsh and Willis, 2007).