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dc.contributor.authorHughson, Taylor Alexander
dc.date.accessioned2022-06-29T19:50:01Z
dc.date.available2022-06-29T19:50:01Z
dc.date.issued2022-06
dc.date.submitted2021-09-01
dc.identifier.issn0028-8276
dc.identifier.others40841-021-00238-9
dc.identifier.other238
dc.identifier.urihttps://www.repository.cam.ac.uk/handle/1810/338598
dc.description.abstract<jats:title>Abstract</jats:title><jats:p>This article seeks to explain how Aotearoa New Zealand moved from a consensus that the New Zealand Curriculum (NZC) should grant a high degree of autonomy to teachers, to an emerging view that it ought to be more prescriptive about content. To do this, it takes an assemblage approach to policy analysis, understanding policies as constantly evolving ‘bundles’ of divergent components temporarily woven together. The article first explores the complex intermingling of Third Way priorities, knowledge economy discourses, educational progressivism and narratives of ‘harmonious’ biculturalism which constitute the 2007 NZC. It then explores the sustained critique of the NZC from the 2015 parliamentary petition calling for compulsory teaching of the New Zealand Wars, up to the government’s 2021 ‘curriculum refresh’ announcement. It is argued that this ‘refresh’ moves to reassemble the NZC so that it accommodates a series of demands made of it in recent years, including demands the curriculum take a more active role in redressing the impact of colonisation, and demands from both business-aligned groups and academics that the curriculum become more ‘knowledge-led’.</jats:p>
dc.languageen
dc.publisherSpringer Science and Business Media LLC
dc.subjectArticle
dc.subjectNew Zealand Curriculum
dc.subjectOutcomes-based curriculum
dc.subjectSkills-based curriculum
dc.subjectKnowledge-led curriculum
dc.subjectAssemblage theory
dc.titleDisrupting Aotearoa New Zealand’s Curricular Consensus: From ‘World-Leading’ Curriculum to Curriculum Refresh 2007–2021
dc.typeArticle
dc.date.updated2022-06-29T19:50:01Z
prism.endingPage67
prism.issueIdentifier1
prism.publicationNameNew Zealand Journal of Educational Studies
prism.startingPage53
prism.volume57
dc.identifier.doi10.17863/CAM.86011
dcterms.dateAccepted2021-12-23
rioxxterms.versionofrecord10.1007/s40841-021-00238-9
rioxxterms.versionVoR
rioxxterms.licenseref.urihttp://creativecommons.org/licenses/by/4.0/
dc.contributor.orcidHughson, Taylor Alexander [0000-0002-3088-8317]
dc.identifier.eissn2199-4714
cam.issuedOnline2022-01-06


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