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<p>Curriculum-making is always political and contentious. Kaiako, ākonga, whānau, subject associations, researchers, and politicians all have their own beliefs and knowledge shaping which knowledge counts. The subject of English is undergoing a global battle for the ‘correct’ pedagogy and content, which is playing out in Aotearoa New Zealand. In this collaborative commentary, literacy researchers, teacher educators, and English writing group contributors of the Labour English Curriculum (Ministry of Education, <CitationRef CitationID="CR13">2023</CitationRef>, September) have responded to the call for a special issue on subject English. Across four recorded Zoom discussions, the group critically considered the Labour English Curriculum ( Ministry of Education, <CitationRef CitationID="CR13">2023</CitationRef>, September) (Years 0–13), the National-led English Curriculum Years 0–6 (Ministry of Education, <CitationRef CitationID="CR14">2024</CitationRef>, October), and the National-led English Draft Curriculum Years 7–13 (Ministry of Education, <CitationRef CitationID="CR18">2025b</CitationRef>). We explored strengths and limitations, opportunities gained and lost, and the tensions arising when particular forms of knowledge are included and excluded in policy-making. The group concluded, “we are shifting to a really low trust model… that tries to take away any autonomy or power… in terms of what we teach and how we teach, and that’s gravely concerning”.</p>

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“More like a Manifesto than a Curriculum”: A Collaborative, Critical Discussion on English Curriculum-Making

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年3月30日

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  • Susan Sandretto,
  • Chris Carr,
  • Natalie Faitala,
  • Rebecca Jesson,
  • Sue McDowall,
  • Iain McGilchrist,
  • Cynthia Orr,
  • Rae Si’ilata,
  • David Taylor,
  • Jane Tilson

摘要

Curriculum-making is always political and contentious. Kaiako, ākonga, whānau, subject associations, researchers, and politicians all have their own beliefs and knowledge shaping which knowledge counts. The subject of English is undergoing a global battle for the ‘correct’ pedagogy and content, which is playing out in Aotearoa New Zealand. In this collaborative commentary, literacy researchers, teacher educators, and English writing group contributors of the Labour English Curriculum (Ministry of Education, 2023, September) have responded to the call for a special issue on subject English. Across four recorded Zoom discussions, the group critically considered the Labour English Curriculum ( Ministry of Education, 2023, September) (Years 0–13), the National-led English Curriculum Years 0–6 (Ministry of Education, 2024, October), and the National-led English Draft Curriculum Years 7–13 (Ministry of Education, 2025b). We explored strengths and limitations, opportunities gained and lost, and the tensions arising when particular forms of knowledge are included and excluded in policy-making. The group concluded, “we are shifting to a really low trust model… that tries to take away any autonomy or power… in terms of what we teach and how we teach, and that’s gravely concerning”.