|
We have relied heavily on information from New Zealand schools for the written material in our book. Inteviews and conversations with the staff and students of the various schools we visited is a primary source. We have also relied on the publications the schools gave us during our visit as well as postings on the internet. We have also consulted a variety of Ministry of Education material and academic publications for needed background.
Some particularly valuable works for readers interested in research ans more academic assessments on New Zealand education can be found in the following sources:
Barr, Hugh. "Survival in the South Pacific: The New Social Studies in New Zealand," Social-Studies, v84 n4, Jul-Aug 1993, pp. 178-181. Reviews the history, characteristics, and impact of the New Social Studies movement in the United States during the 1960s and 1970s. Describes the educational goals, teaching methods, and instructional materials commonly used in the New Zealand social studies curriculum.
Bennett, Caroline. "The New Zealand Principal Post-Picot," Journal of Educational Administration, v32 n2, 1994, pp. 35-44. Briefly sketches the history of education in New Zealand prior to publication of the "Picot Report" in 1988. Shows how Picot recommendations have been subverted and comments on the effects of changes in the principal's role. Managerialism must be contested if humanistic educational
values are to be preserved.
Carter, David S. G., Ed. and Marnie H. O'Neill, Ed. International Perspectives on Educational Reform and Policy Implementation, Falmer Press, Taylor & Francis, Inc., 1900 Frost Road, Suite 101, Bristol, PA 19007. This book focuses on educational change processes in the context of larger scale educational reform. The first of 2 volumes, the book contains 11 chapters that examine the historical, social, and economic forces at
work in the formulation and implementation of educational policy. The
chapters present different cross-cultural experiences of educational change
and policy implementation to increase understanding of a new educational
reform era. Part 1 examines relationships between politics and educational
reform, and shatters the myth that education is apolitical. Following the
introduction by Marnie O'Neill, the chapters include: (1) "The Evolution of
Education Reform in the United States: Policy Ideals or Realpolitik?"
(James Cibulka); (2) "Curriculum Reform and the Neo-corporatist State in
Australia" (David S. G. Carter); (3) "The National Curriculum in England
Since 1988" (Denis Lawton); and (4) "Educational Reform and the Politics of
the Curriculum in New Zealand" (Michael Peters). Chapters in part 2 focus
on the development of politics into policy and policy implementation: (5)
"An Analysis of the Policy Contexts of Recent Curriculum Reform Efforts in
Australia, Great Britain and the United States" (Kerry J. Kennedy); (6)
"From Policy to Classroom Practice: Beyond the Mandates" (Shirley M. Hord);
and (7) "The Local Educational Change Process and Policy Implementation"
(Gene E. Hall). Chapters in the third part address selected
education-reform phenomena: (8) "Educational Reform and Curriculum
Implementation in England: An Historical Perspective" (Richard Aldrich);
(9) "National Curriculum Assessment in England and Wales" (Caroline Gipps);
and (10) "Re-forming the Curriculum in New Zealand" (Ivan Snook). The
epilogue by Gene E. Hall and David S. G. Carter summarizes themes, locates
them in chronological context, and maps out an implementation-research
agenda. A subject index is included. (Contains 276 references.) (LMI)
Chapman, James W. "Learning Disabilities in New Zealand: Where Kiwis and Kids with LD Can't Fly," Journal-of-Learning-Disabilities v25 n6 June-July 1992, pp. 362-371. This article discusses reasons for rejection of the learning disability category in New Zealand and describes the general education and special education systems in New Zealand. It is suggested that the needs of such students may potentially be met by new policies for "high incidence" special needs. Teacher training needs are also addressed.
Collinge, James. "Peace Education in New Zealand," Peace Education Miniprints, No. 37. Lund Univ. (Sweden). Malmo School of Education.
1992, Research and Development Group, Preparedness for Peace, School of
Education, Box 23501, S-200, 45 Malmo, Sweden. 12p. This paper reports that the story of peace education in New Zealand has been one of extremes. While there has been some interest in the subject for decades, it was only in the 1980s that there was any serious activity and
widespread debate. In 1984, the conservative National government, which had
ruled the country for 9 years, was replaced by a Labour government. An
important part of the new Labour government's policy was a strong
commitment to a nuclear free New Zealand. As a part of this commitment,
there was a strong effort, particularly from 1984 to 1987, to introduce
peace education into New Zealand schools. This efforts proved to be
extremely controversial. A conservative government was elected in 1990 and
the commitment to peace education from the government ended. However,
regardless of the official position, peace education seems to have strong
support in many quarters.
Dawtrey, Liz, Ed. Equality and Inequality in Education Policy, 1995. 314p.
The articles in this reader provide a review of the history of education policy in relation to issues of equality and inequality. They also offer an overview and critique of specific areas of policy and a look at the ways policies operate in practice. The eight papers of Part 1, "History of Education Policy," outline the history of education policy in
Britain in relation to class and gender divisions. Part 2, "Equal
Opportunity Policies," includes six papers that contain comparative
material on equal opportunities policies and discussions of equal
opportunities in relation to race, gender, and special needs. These
articles focus on Britain, but include an exploration of education policy
in New Zealand. The four articles of Part 3 deal with equality issues in
primary schools, teacher education, local government, and sexuality. Taken
together, these articles examine education policy in the context of the
major dimensions of social inequality.
Fry, Ruth "It's Different for Daughters: A History of the Curriculum for Girls in New Zealand Schools, 1900-1975," Educational Research Series, No. 65. New Zealand Council for Educational Research, P.O. Box 3237,Wellington, New Zealand, 1985, 226p. This book examines the evolution in the education of New Zealand women from 1900 through 1975. Early in the century, differences in boys' and girls' schooling were more visible on the secondary than the elementary level. At the same time, a government report concluded that many parents felt girls needed little more than half the education of boys. Textbooks
reflected a perception of the inferior position of women in society. There
was special instruction for boys in woodworking, but the girls learned
"home science." Literature for girls was chosen for its moral content.
Because girls were given little instruction in mathematics and science,
there were few women available to teach the subjects. Boys learned about
agriculture, while girls learned domestic skills. Physical training was
viewed as unladylike, while the arts, particularly singing, were
encouraged. Popular attitudes encouraged women to stay at home. Experts
blamed education for poor health among women. By mid-century, the
government removed many vocational restrictions on women. The world wars
had put more women in the workplace. Separate schools were maintained for
the Maori, but the students were barred from speaking their native
language. Educators sought to make Maori girls good farm wives. There are
still differences in the ways schools teach boys and girls. Future planning
must account for the fact that women will continue to seek work outside the
home. Contains 94 references.
Gordon, Liz. Educational Reform in New Zealand: Contesting the Role of the Teacher, 1992. Presenting recent educational reforms in New Zealand and the impact
they have had on teachers, this paper gives a brief overview of the
historical position of teachers in an education system that categorized
them in a particular way as "professionals." Beginning in 1987, changes
within New Zealand government have caused a repositioning of teachers. The
changes within the state have de-skilled and disempowered teachers and made
the education system much less democratic. Out of the struggles of the past
few years, there have emerged new democratic alliances that teachers have
formed with forces outside of the state, alliances that are potentially
very powerful.
King,-Arthur-R., Jr. "The Pacific Circle Consortium: A Case of International Educational Consortium," International-Journal-of-Social-Education, v9 n2 Fall-Win 1994-95, pp. 94-106. Discusses the origins, development, and educational services and
products of the Pacific Circle Consortium. Maintains that the
organization's program consists primarily of a set of interchange
activities, including curriculum materials, visits by international
educators, conferences, and research.
McGeorge, Colin. "Evolution and the New Zealand Primary School Curriculum, 1900-1950.," History of Education, v21 n2, June 1992, pp. 205-218. Discusses the teaching of evolution in New Zealand during the first half of the 20th century. Reports that evolution instruction began formally in the 1920s but was withdrawn 30 years later amid protests. Observes that the teaching of evolution predated the 1920s in muted form.
Describes the roles of broadcasting and religion in the dispute.
McKinnon, David H. And-Others. "New Zealand Curriculum Innovation in Historical and Political Context: The Freyberg Integrated Studies Project and Parallel Projects of the 1940s," Journal-of-Curriculum-Studies v23 n2, March-April 1991, pp. 155-175. Describes curricular and pedagogical experimentation in humanities and social studies instruction conducted in New Zealand immediately after World War II. Compares such developments with the Freyberg Integrated Studies Project, a later three-year curriculum development and research program. Concludes that the Freyberg model provides support for the concept of curriculum integration.
May, Helen and Sue Middleton. Early Childhood Herstories: An Oral History Project on the Changing Educational Ideas of Teachers in New Zealand, 1996, 13p. Most studies on the history of educational ideas have focused on what influential educational theorists and policy-makers have said and written at particular times, constructing a "view from the top." The project from which this article is derived focused on the ways theoretical debates have been "lived" by teachers in New Zealand, particularly how teachers have encountered and dealt with the various waves of "progressive" (or
child-centered) educational thought. Up to 170 teachers age 25 to 90 will
be interviewed for a book intended to create snapshots of particular
periods (for example, the 1960s-70s and "neo-progressivism"). This article
looks at the 1940s-50s through the voices of kindergarten teachers working
at the time; following a brief overview on the structure and history of
early childhood education in New Zealand, the article moves into a detailed
examination of this period and its substantive transformation of
progressive ideas (such as free play) into practice. Numerous quotes reveal
teachers' experiences with the transition from time-tabled school routines
to child-directed activities, and from management by private ladies'
associations to more direct government involvement. Their comments reveal
the complexity of interplay between "top down" support and direction and
"bottom up" reactions.
Middleton, Sue. "Towards an Oral History of Educational Ideas in New Zealand as a
Resource for Teacher Education," Teaching-and-Teacher-Education, v12 n5, September, 1996, pp. 543-60. This study examined the tides of educational thought of New Zealand
teachers from the 1920s-1990s, taking information from a study of the
educational life histories of 150 teachers and former teachers ages 21-98.
Using case studies, the paper discusses the impact of student-centered
learning ideas in secondary schools from the 1950s-1980s.
Middleton, Sue and Helen May. Towards an Oral History of Educational Ideas in New Zealand as a Resource for Teacher Education 1995. This paper reports research on: the major educational ideas that have shaped New Zealand's educational policies and influenced the content and form of teacher training and early childhood education; the educational ideas that have influenced teachers and former teachers; and how teachers
have reacted to the major changes that policymakers have implemented. Data
were collected from a literature review and from 150 life-history
interviews. The paper focuses on three retired teachers who have been
prominent "progressive" educators. These case studies show how each
teacher's theories build onto pre-existing educational, political, or
social concerns or projects, indicating the importance of the time, form,
and context in which educational ideas are encountered. This approach
enables exploration of relationships between the educational theories in
academic texts and policy documents and the ways individual teachers and
others involved in education think and act in their everyday situations.
The paper suggests that life-history approaches are assuming increasing
popularity in educational research and in teacher education to help combine
the everyday and the theoretical dimensions of experience. (Contains 38
references.)
Nuttall, J. G. "Women, Capitalism and Feminisation: Workers' Experiences in Private and Non-Profit Childcare Centres," 1992, Dissertations /Theses - Masters Theses, 163p. Research indicates that staff in non-profit child care centers, compared to those in private centers, tend to receive higher wages, express greater job satisfaction and commitment, and are better trained and more experienced in child care. This study presents results of a survey of 32 staff members in 2 private and 3 non-profit centers in New Zealand. Staff were asked about qualifications, work history, motivations for working in
child care, the most and least favorable aspects of their work, and how
they saw the future of child care in New Zealand. In addition, four workers
were interviewed in depth--three from private centers, one from a
non-profit center--about their relationships with their employers and the
rewards and difficulties of their work situations. Survey and interview
results indicated that, in general, workers in privately owned centers
experienced poorer conditions than their colleagues in non-profit centers,
and several gave accounts of harassment by their employer, including direct
threats and intimidation. These results are considered in light of the
historical context for child care in New Zealand, including important
social trends such as the feminist resurgence of the 1970s. Significant
theories that have affected social attitudes toward women and child care
are also described, and their relevance to the trends indicated by the
present study is outlined. The study argues that despite significant
advances in the unionization and professionalization of child care workers,
women in this field are still motivated primarily by the intrinsic rewards
of the work.
Swiniarski, Louise B. "Voices from Down Under: Impressions of New Zealand's Schooling," Childhood Education, v68 n4, Summer 1992, pp. 225-228. Presents conflicting views of New Zealand's schooling from teachers' perspectives and examines some of the reforms and reflections of New Zealand's educators. Discusses some of the implications for U.S. schooling.
