In this article, Sue Middleton draws on interview data from the initial phase of"Monitoring Today's Schools," a research project to monitor the impact of New Zealand's educational restructuring. Unlike restructuring movements in other countries,the New Zealand movement specifically included goals of social equity and cultural inclusiveness, and Middleton focuses on the reactions of parents, teachers,and administrators to the restructuring efforts surrounding these issues. After presenting a brief historical overview of the development of and debate over equity and cultural inclusiveness in New Zealand education, Middleton presents excerpts from interviews with members of three different schools' boards of trustees, which were created as part of the restructuring effort to move more authority to the local school level. She includes their reactions to the impact of social equity and cultural inclusiveness policies on their schools and their children, and concludes by describing recent developments in New Zealand education regarding these issues.
Equity, Equality, and Biculturalism in the Restructuring of New Zealand Schools: A Life-History Approach
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Sue Middleton; Equity, Equality, and Biculturalism in the Restructuring of New Zealand Schools: A Life-History Approach. Harvard Educational Review 1 September 1992; 62 (3): 301–323. doi: https://doi.org/10.17763/haer.62.3.06u43p45m6t2682m
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