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A Critique of New Zealand s Exclusive Approach to Intercultural Education
#MMPMID38624504
Salahshour N
N Z J Educ Stud
2021[]; 56
(1
): 111-128
PMID38624504
show ga
This article examines the intercultural initiatives, programmes and strategy
documents in New Zealand education to answer the following two questions: What
intercultural policies and strategy documents are offered to New Zealand schools
and teachers to accommodate their diverse communities? Which communities do they
include and/or exclude? It explores and discusses paradigms, policies and
curriculum developments that have been developed to address the growing levels of
diversity in New Zealand's schools and identifies some of the current significant
gaps. This article argues that within the dominant Anglo-European framework,
there are increasing intercultural initiatives supporting M?ori and Pasifika
communities within New Zealand schools but there are very limited policies and
initiatives addressing the wider diverse communities. I argue that policies and
initiatives should be all-encompassing, comprehensive and inclusive; that is,
they must fairly encompass all members of the society and not be limited solely
to specific groups. Moreover, the current policy statements are implemented in an
ad hoc manner i.e. they are not supported through the systematic resource banks,
leadership, teacher education and training and enabling strategies required to
create societies that are more inclusive, with respectful intercultural
relations. This article will be of interest to policy makers at a national level,
those who work in schools and centres, and teacher educators who have a concern
for the inclusion of ethnocultural minorities and intercultural education.
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