A question of bias? Politics, assessment and the New Zealand history curriculum

A question of bias? Politics, assessment and the New Zealand history curriculum Purpose – Stakeholders groups in the educational community are not immune to wider socio‐political events when responding to educational concerns and the purpose of this paper is to use a case study approach to examine how questions over teaching, learning and assessment can become the focus of wider political debates. In particular, this article focuses on the New Zealand Education and Science Parliamentary Select Committee investigation into the 2004 history examination, that was set up in the wake of increasing dissonance over the place of the Treaty of Waitangi in New Zealand and the newly‐implemented senior secondary school standards‐based assessment system. Design/methodology/approach – The contestation of the curriculum is a highly political process that works to reproduce social class patterns and keep particular elite groups in control of the official curriculum. This paper draws on a range of documentary sources to provide a socio‐historical perspective, as well as interviews with key participants in this process. Findings – It is argued that while the educational community’s response to this investigation was varied, all shared aims that were largely educational in orientation. Political debates however are typically polarized and in this case politicians were able to use the contested nature of the school history curriculum to manipulate this educational issue (and the media) to their own political advantage. Originality/value – This investigation saw history education in New Zealand come under unprecedented public and political scrutiny and as such it provides a rare glimpse into the nature of history curriculum matters in New Zealand in the first decade of the twenty‐first century. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png History of Education Review Emerald Publishing

A question of bias? Politics, assessment and the New Zealand history curriculum

History of Education Review, Volume 40 (2): 13 – Oct 14, 2011

Loading next page...
 
/lp/emerald-publishing/a-question-of-bias-politics-assessment-and-the-new-zealand-history-pZAERuEWXy
Publisher
Emerald Publishing
Copyright
Copyright © 2011 Emerald Group Publishing Limited. All rights reserved.
ISSN
0819-8691
DOI
10.1108/08198691111177244
Publisher site
See Article on Publisher Site

Abstract

Purpose – Stakeholders groups in the educational community are not immune to wider socio‐political events when responding to educational concerns and the purpose of this paper is to use a case study approach to examine how questions over teaching, learning and assessment can become the focus of wider political debates. In particular, this article focuses on the New Zealand Education and Science Parliamentary Select Committee investigation into the 2004 history examination, that was set up in the wake of increasing dissonance over the place of the Treaty of Waitangi in New Zealand and the newly‐implemented senior secondary school standards‐based assessment system. Design/methodology/approach – The contestation of the curriculum is a highly political process that works to reproduce social class patterns and keep particular elite groups in control of the official curriculum. This paper draws on a range of documentary sources to provide a socio‐historical perspective, as well as interviews with key participants in this process. Findings – It is argued that while the educational community’s response to this investigation was varied, all shared aims that were largely educational in orientation. Political debates however are typically polarized and in this case politicians were able to use the contested nature of the school history curriculum to manipulate this educational issue (and the media) to their own political advantage. Originality/value – This investigation saw history education in New Zealand come under unprecedented public and political scrutiny and as such it provides a rare glimpse into the nature of history curriculum matters in New Zealand in the first decade of the twenty‐first century.

Journal

History of Education ReviewEmerald Publishing

Published: Oct 14, 2011

Keywords: New Zealand; Secondary schools; History; Curriculum; Assessment; Treaty of Waitangi; National Certificate of Educational Achievement; New Zealand Qualifications Authority

References

You’re reading a free preview. Subscribe to read the entire article.


DeepDyve is your
personal research library

It’s your single place to instantly
discover and read the research
that matters to you.

Enjoy affordable access to
over 18 million articles from more than
15,000 peer-reviewed journals.

All for just $49/month

Explore the DeepDyve Library

Search

Query the DeepDyve database, plus search all of PubMed and Google Scholar seamlessly

Organize

Save any article or search result from DeepDyve, PubMed, and Google Scholar... all in one place.

Access

Get unlimited, online access to over 18 million full-text articles from more than 15,000 scientific journals.

Your journals are on DeepDyve

Read from thousands of the leading scholarly journals from SpringerNature, Wiley-Blackwell, Oxford University Press and more.

All the latest content is available, no embargo periods.

See the journals in your area

DeepDyve

Freelancer

DeepDyve

Pro

Price

FREE

$49/month
$360/year

Save searches from
Google Scholar,
PubMed

Create folders to
organize your research

Export folders, citations

Read DeepDyve articles

Abstract access only

Unlimited access to over
18 million full-text articles

Print

20 pages / month

PDF Discount

20% off