title: New Zealand foreign policy under the Clark government: High tide of liberal internationalism

authors: McCraw, David

subjects: New Zealand

abstract: The foreign policy of the current New Zealand government has strongly reflected the Labour Party’s Liberal Internationalist ideology. Indeed, it is probable that this government has been the most Liberal Internationalist of all New Zealand Labour governments. The government of Prime Minister Helen Clark has placed considerable emphasis on the promotion of human rights internationally; it has strongly supported the role of the United Nations; it has championed nuclear disarmament and restructured the New Zealand armed forces to prioritize peacekeeping; and it has vigorously promoted free trade. Like all New Zealand governments, however, the Clark government’s foreign policy has not always reflected its ideological predisposition, although the exceptions have been relatively few so far.

text: New Zealand foreign policy under the Clark government: High tide of liberal internationalism The foreign policy of the current New Zealand government has strongly reflected the Labour Party’s Liberal Internationalist ideology. Indeed, it is probable that this government has been the most Liberal Internationalist of all New Zealand Labour governments. The government of Prime Minister Helen Clark has placed considerable emphasis on the promotion of human rights internationally; it has strongly supported the role of the United Nations; it has championed nuclear disarmament and restructured the New Zealand armed forces to prioritize peacekeeping; and it has vigorously promoted free trade. Like all New Zealand governments, however, the Clark government’s foreign policy has not always reflected its ideological predisposition, although the exceptions have been relatively few so far.

year: 2005

title: Points of tension and possibility: Boundaries in and of physical education

authors: Penney, Dawn

subjects: Assessment

abstract: This article offers a conceptually based commentary that addresses a longstanding dilemma for physical education, of what theoretical insights can usefully be pursued as a basis for advancing physical education curriculum, pedagogy and assessment. It utilises the work of Basil Bernstein to argue that structural and symbolic boundaries are key to understanding and productively engaging with stability and change in physical education. Relations between curriculum, pedagogy and assessment are examined in terms of their linkages with legitimate knowledge structures and knowledge relations in/of physical education, and in turn, with equity in physical education. While curriculum, pedagogy and assessment are each identified as important avenues for critically informed pedagogic action, the collective dynamic is identified as over-riding any single influence. Furthermore, that dynamic is shown to be inseparable from the knowledge structures in/of physical education.

text: Points of tension and possibility: Boundaries in and of physical education This article offers a conceptually based commentary that addresses a longstanding dilemma for physical education, of what theoretical insights can usefully be pursued as a basis for advancing physical education curriculum, pedagogy and assessment. It utilises the work of Basil Bernstein to argue that structural and symbolic boundaries are key to understanding and productively engaging with stability and change in physical education. Relations between curriculum, pedagogy and assessment are examined in terms of their linkages with legitimate knowledge structures and knowledge relations in/of physical education, and in turn, with equity in physical education. While curriculum, pedagogy and assessment are each identified as important avenues for critically informed pedagogic action, the collective dynamic is identified as over-riding any single influence. Furthermore, that dynamic is shown to be inseparable from the knowledge structures in/of physical education.

year: 2013

title: Equity, equality, and biculturalism in the restructuring of New Zealand schools: A life-history approach

authors: Middleton, Sue

subjects: New Zealand

abstract: Interview data from the initial phase of "Monitoring Today's Schools," a research project to monitor the impact of New Zealand's educational restructuring, are examined.

text: Equity, equality, and biculturalism in the restructuring of New Zealand schools: A life-history approach Interview data from the initial phase of "Monitoring Today's Schools," a research project to monitor the impact of New Zealand's educational restructuring, are examined.

year: 1992