Disrupting Aotearoa New Zealand’s Curricular Consensus: From ‘World-Leading’ Curriculum to Curriculum Refresh 2007–2021
نویسندگان
چکیده
Abstract This article seeks to explain how Aotearoa New Zealand moved from a consensus that the Curriculum (NZC) should grant high degree of autonomy teachers, an emerging view it ought be more prescriptive about content. To do this, takes assemblage approach policy analysis, understanding policies as constantly evolving ‘bundles’ divergent components temporarily woven together. The first explores complex intermingling Third Way priorities, knowledge economy discourses, educational progressivism and narratives ‘harmonious’ biculturalism which constitute 2007 NZC. It then sustained critique NZC 2015 parliamentary petition calling for compulsory teaching Wars, up government’s 2021 ‘curriculum refresh’ announcement. is argued this ‘refresh’ moves reassemble so accommodates series demands made in recent years, including curriculum take active role redressing impact colonisation, both business-aligned groups academics become ‘knowledge-led’.
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ژورنال
عنوان ژورنال: New Zealand Journal of Educational Studies
سال: 2022
ISSN: ['2199-4714', '0028-8276']
DOI: https://doi.org/10.1007/s40841-021-00238-9