Disrupting Aotearoa New Zealand’s Curricular Consensus: From ‘World-Leading’ Curriculum to Curriculum Refresh 2007–2021

Abstract

This article seeks to explain how Aotearoa New Zealand moved from a consensus that the New Zealand Curriculum (NZC) should grant a high degree of autonomy to teachers, to an emerging view that it ought to be more prescriptive about content. To do this, it takes an assemblage approach to policy analysis, understanding policies as constantly evolving ‘bundles’ of divergent components temporarily woven together. The article first explores the complex intermingling of Third Way priorities, knowledge economy discourses, educational progressivism and narratives of ‘harmonious’ biculturalism which constitute the 2007 NZC. It then explores the sustained critique of the NZC from the 2015 parliamentary petition calling for compulsory teaching of the New Zealand Wars, up to the government’s 2021 ‘curriculum refresh’ announcement. It is argued that this ‘refresh’ moves to reassemble the NZC so that it accommodates a series of demands made of it in recent years, including demands the curriculum take a more active role in redressing the impact of colonisation, and demands from both business-aligned groups and academics that the curriculum become more ‘knowledge-led’.

Exploring how Te Whāriki and the New Zealand Curriculum prepare children and students for an Art of Living

“…Some criticism of the NZC in relation to our topic needs to be mentioned. Hughson (2022), for example, looks at the curriculum reform and the differences between the 2007 NZC and what will be included in the refresh, stating that the current NZC upholds an 'industry led agenda' which places a particular emphasis on the type of student to be formed (Hughson, 2022). Further, Hughson mentions that the current values somewhat contradict each other, such as diversity and community participation contributing to the common good, which Hughson contrasts to excellence, which can encourage competitiveness.…”

Paridade entre histórias indígenas e ocidentais

“…A Associação de Professores de História da Nova Zelândia também apresentou uma petição apoiando o ensino obrigatório da história da Nova Zelândia em 2019. Essas petições expuseram a ausência de conhecimento obrigatório no currículo da Nova Zelândia e a "amnésia histórica" da Nova Zelândia e o fracasso em abordar as desigualdades internas resultantes da violência colonial e da perda de terras e recursos (HUGHSON, 2022).…”