Primary School Reading Materials and Contexts of Change in New Zealand's School Journal, 1907-1989

This paper considers primary school texts as resources for teaching reading and children's literature, applying principles of close New Historicism theory to explore the effects on changing social, political, pedagogical contexts in twentieth century. Particular issues discussed are predominant themes ideologies, narrative technique, representations systems authority control, positioning child reader, relationship text curriculum reading. There will be a focus School Journal, Zealand's longest running periodical, an apt illustration contextual change.