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The Governance of Curriculum

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Title: The Governance of Curriculum


1
The Governance of Curriculum the Plight of
Maori
Edmund Husserl
2
Abstract
  • Possibly the most critical interface between
    indigenous peoples and western culture is
    democratic practice. In state-funded education,
    Maori are involved in democratic processes which
    determine the content of the curriculum and the
    resources available for schooling. These
    processes are pervasive influences on Maori
    children. Democracy holds an inherent
    disadvantage for minorities. To overcome
    democracy as a barrier to the reification of
    indigenous culture it is first necessary to
    understand the nature of democracy itself.
    Husserl's phenomenological method enables us to
    discern the inner nature of democracy, which is a
    method of decision-making with surprising
    features. This paper sets out the some of the
    phenomenological characteristics of democracy and
    suggests their relevance in the governance of
    curriculum and educational resources.

3
Today
Preliminaries Method of enquiry An
enquiry Principal finding Implications for
education Implications for Maori
4
Today
Preliminaries schools government Method of
enquiry - phenomenology An enquiry a search
for essence in UK,USA, NZ Principal finding
phenomena of the vote Implications for
education Implications for Maori
5
Preliminaries
  • New Zealand schools are part of a system of
  • local government.
  • Leading characteristic of the system is
  • central control with local delivery.
  • The most important determinant of what occurs is
    the relative influence of central and local
    actors.
  • This shows in
  • Resource allocation
  • Curriculum
  • Political actions
  • Decision-making mechanisms
  • Development projects
  • Research
  • .

6
Models of local government
Prisons Courts Schools Hospitals Armed
forces Auckland Super City District city
councils Universities
7
Perspectives
8
Perspectives
9
Local government(including education)
  • Described through purposes
  • Functions
  • Structures (infra-structure)
  • Products (includes trained innovative workers)
  • Services
  • Roles
  • Rewards achievements
  • Research
  • Funded by the system
  • To improve policy practice

10
My search for another method
  • Abhor the incremental
  • See differently
  • Not to explain, nor to fix
  • Abandon fond hopes

11
Phenomenology as method
  • Edmund Husserl (1859-1938)
  • 1907 Lectures The Idea of a Phenomenology
  • Ideas General Introduction to Phenomenology
  • Teach yourself to see
  • The lived world
  • Intentionality
  • Making sense
  • Bracketing (reduction)
  • Essences
  • Experience of truth

12
Phenomenology as method
  • Letting yourself be with phenomena
  • Be with local government
  • Follow your feet
  • Let it dawn upon you

13
The essence of local government
  • The phenomena of the vote
  • Found as the event/practice
  • Not services
  • facilities
  • political theory
  • buildings
  • individuals

14
Characteristics of the vote
15
Characteristics of the vote
  • Decision-making mechanism
  • Compare it with other such mechanisms
  • Vast majority of decisions are in committees
  • Does not require rationality - mechanical
  • Imperative is to make a decision - any decision
  • Resolves incommensurable choice
  • Communal not individual
  • Operative decisions are
  • second decisions

16
The power of the voteSchools
  • Deliver resources to the front line
  • Central decision-making
  • Vote under control in Parliament
  • Weakening of regional decision-making
  • Interim Professional Standards
  • Professional standards describe the important
    knowledge, skills and attitudes that all
    principals, deputy/assistant principals and
    teachers are expected to demonstrate.
    Professional standards will form part of
    performance management systems in schools. The
    introduction of professional standards is part of
    the Government's strategy for developing and
    maintaining the quality of teaching and
    leadership, and improving learning outcomes for
    students. The professional standards reflect
    Government's interest in ensuring that students
    have opportunities to learn from high quality
    professional teachers and that schools are led
    and managed by high quality professionals.
  • C.E. Beeby The Quality of Education in Developing
    Countries, 1966
  • Hypothesis of educational stages

17
The growth of the primary school systems
Stage Teachers Characteristics
I Dame School Ill-educated Untrained Unorganised, relatively meaningless symbols, ...
II Formalism Ill-educated Trained Highly organised, rigid syllabus, emphasis on 3 Rs, rigid methods, one-way is best, external examinations, inspection stressed, discipline tight and external ...
III Transition Better-educated Trained Roughly the same goals as II, but more efficiently achieved, more emphasis on meaning, but still rather thin and formal, little in classroom to cater for the emotional and creative life of the child.
IV Meaning Well-educated Well-trained Meaning understanding stressed, wider curriculum, individual differences catered for, internal tests ...
18
The power of the voteAuckland local government
reforms
  • Central initiative
  • Auckland must deliver for the nation
  • Need to strengthen the relationship with
    Wellington
  • Directs resources at worthwhile goals
  • Alignment of human effort
  • Efficiency
  • Modern technology
  • Local government is about
  • the delivery of services

19
Maori the vote
Local government experience History of local
government in New Zealand Municipal Act
1860s Maori structures as local government Why
was the mechanism of the vote introduced? Maori
decision-making practices kaupapa Maori in
education and elsewhere You cannot be Maori
adopt democracy
20
Maori the vote
Local government experience History of local
government in New Zealand Municipal Act
1860s Maori structures as local government Why
was the mechanism of the vote introduced? Maori
decision-making practices kaupapa Maori in
education and elsewhere You cannot be Maori
adopt democracy
21
Pita Sharples
  • It seems that these Maori principles that
    guaranteed that Auckland could survive and grow,
    would be far more important, even in today's
    times, than artificial political concoctions such
    as one vote for one person, or democratic
    elections which were the principles that were
    cited to decline the two seats on the super-city
    council. The Maori kaupapa were principles that
    promoted equity' and inclusiveness, surely the
    ideals of a civilised society. We must begin to
    recognise that democracy has many expressions,
    many ways of mobilising voices and
    representation, rather than statically holding
    onto dominant axioms.

22
Research programme
  • Decision-making mechanisms
  • Concept of democracy
  • Decision-making by iwi
  • Decision-making in local government
  • Policy and legislative change
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