Secondary school technology education in New Zealand: Does it do what it says on the box?
Reinsfield, E. (2014). Secondary school technology education in New Zealand: Does it do what it says on the box? Teachers and Curriculum, 14(1), 47–53. https://doi.org/10.15663/tandc.v14i1.94
Permanent Research Commons link: https://hdl.handle.net/10289/11521
Technology education, as mandated in the New Zealand Curriculum (Ministry of Education, 2007) provides an opportunity for schools and teachers to offer contextually relevant and innovative curriculum responses. Recent governmental initiatives appear to offer additional transitional pathways for ‘at risk’ students but signpost new challenges for technology teachers who are already experiencing tensions between political agenda, school compliance and community expectations. The research upon which this article is based highlights that even when technology teachers feel motivated and empowered to enact curriculum change in their schools, local constraints require ongoing, negotiated responses to ensure that all of their students’ diverse learning needs are being addressed. This article asserts that the continued political shift towards vocational education through initiatives such as the introduction of the Youth Guarantee Scheme, have the potential to further undermine the position of technology teachers and technology education within the New Zealand secondary schooling system.
Wilf Malcolm Institute of Educational Research
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