Contesting forces: The political and economic context of curriculum development in New Zealand |
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| Authors: | Carol Mutch |
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| Institution: | (1) Christchurch College of Education, PO Box 31-065, Christchurch, New Zealand |
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| Abstract: | In the 1980s and 1990s many countries felt the impact of new right economic ideology on their social policies: New Zealand
was no exception. Education was seen as the key to improving economic competitiveness and to this end it was deemed necessary
to upgrade the system. The reforms arising from the adoption of this position were to take two paths: administrative and curricular.
This paper focuses on the curricular reforms and the development of two key national curriculum statements within their political
and economic context. The curriculum for compulsory schooling became centrally controlled, subject-based, and achievement
oriented. In contrast the early childhood document outlined a child-centred, thematic and experiential curriculum. This paper
explores how such divergence arose out of the same socio-political context. The content of the documents is analysed using
a theoretical model after Bernstein (1971). |
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