Educational Restructuring from a Community Viewpoint: A Case Study of School Closure from Invercargill, New Zealand

Abstract

Beyond their educational function, schools are frequently a focal point for community life. We argue that this latter role was compromised in New Zealand by a decade of neoliberal realignments within education policy. During the 1990s the abolition of school zones, the commodification of education, and the drive for efficiency in the allocation of educational resources undermined the place of school in community life. In this paper we explore the impacts of a school closure on an urban neighbourhood in Invercargill, New Zealand. We present and interpret narratives gathered during an interview-based study of the closure of Surrey Park Primary School. Our analysis highlights parents' perspectives on the role of the educational bureaucracy in the closure debate, the ambiguous role assigned to ‘community’ within the restructured system, the impact of the closure for low-income families, and the place of schools in contributing to the neighbourhood social cohesion. Our analysis concurs with international research suggesting that breaking links between schools and communities has potentially significant educational impacts on children.

Winners and losers: School closures in post-earthquake Canterbury and the dissolution of community

“…When Surrey Park School in Invercargill was set to close, the community used a range of strategiesengaging local and national media, street protests and community meetings (Witten et al, 2003). Someone even used weed killer to leave a protest message on the school's playground.…”

“…Witten et al (2003) note, "For many New Zealand localities, schools were among the first community buildings erected, and, for generations, voluntary labour and resources, as well as tax revenues, have contributed to the maintenance of schools as a central community resource" (p. 220). Similarly, in the Finnish context, Autti & Hyry-Beihammer (2014) describe schools as "common ground" where different generations can come together.…”

“…In New Zealand, Witten et al (2003) link the closure of small rural schools to the change to a marketled economy that prioritises cost-effectiveness over community cohesion. They claim the closure of rural post offices, banks and health facilities from the late 1980s onwards signalled this distinct change of direction (see also Keefe et al, 2003, on the closure of meat processing plants).…”

“…This could be where the school population has declined in a rural area, or where education delivery is too expensive, as in a special education setting. Witten et al (2003) explain the impact of neo-liberal ideology in the context of school closures:…”

“…Whether the schools were in Taranaki or Invercargill, researchers reported the negative emotional, social, financial and educational impacts of these policies (see, for example, Kearns, Lewis, McCreanor, & Witten, 2009;Witten, McCreanor, Kearns, & Ramasubramanian, 2001;Witten, Kearns, Lewis, Coster & McCreanor, 2003). From 2013, using the Canterbury earthquakes as justification, communities were again subject to wholesale school closures and mergers.…”