title: The jagged edge and the changing shape of health and physical education in Aotearoa New Zealand

authors: Pope, Clive C.

subjects: neoliberalism

abstract: Primary Objective: This paper critically examines the influence neoliberalism has had on education in general and health and physical education (HPE) in particular in Aotearoa New Zealand. Main Outcomes and Results: Two of the most significant changes fall under the rubric of provision. First, recent government strategy has seen the amalgamation of colleges of education with universities and an associated pressure to rationalise professional programmes to academic options. For many teacher educators this widespread re-ordering of job descriptions, coupled with institutional responses to a national drive towards literacy and numeracy attention, has placed several HPE initial teacher education programmes in a precarious position. The second change has been the marked appearance of agencies and organisations that have assumed a right to deliver parts of curriculum and co-curriculum within many schools. Conclusions: While HPE has retained its status as a component of the most recent National Curriculum of Aotearoa New Zealand, a casting eye across the education landscape would reveal a series of changes that are having direct and indirect influences on this area of learning. These acknowledged changes, among others, are gradually eroding the political and professional autonomy of HPE.

text: The jagged edge and the changing shape of health and physical education in Aotearoa New Zealand Primary Objective: This paper critically examines the influence neoliberalism has had on education in general and health and physical education (HPE) in particular in Aotearoa New Zealand. Main Outcomes and Results: Two of the most significant changes fall under the rubric of provision. First, recent government strategy has seen the amalgamation of colleges of education with universities and an associated pressure to rationalise professional programmes to academic options. For many teacher educators this widespread re-ordering of job descriptions, coupled with institutional responses to a national drive towards literacy and numeracy attention, has placed several HPE initial teacher education programmes in a precarious position. The second change has been the marked appearance of agencies and organisations that have assumed a right to deliver parts of curriculum and co-curriculum within many schools. Conclusions: While HPE has retained its status as a component of the most recent National Curriculum of Aotearoa New Zealand, a casting eye across the education landscape would reveal a series of changes that are having direct and indirect influences on this area of learning. These acknowledged changes, among others, are gradually eroding the political and professional autonomy of HPE.

year: 2013

title: Primary teachers, policy, and physical education

authors: Petrie, Kirsten Culhane

subjects: physical education

abstract: This article focuses on the challenges arising for primary school teachers who have responsibility for teaching physical education (PE) and who are working in particularly complex and contestable policy contexts. In New Zealand provision of physical education is identified as occurring amidst multiple, and not necessarily compatible, sets of expectations, associated with government priorities, initiatives focusing on children’s health, sport, and improved national achievement outcomes. This article examines the contemporary educational policy landscape, and the effect constantly shifting policy initiatives have on teachers’ work in physical education in primary schools. Key themes characterizing primary PE teaching/teachers’ situation currently centre on pressures to adhere to policies that have stricter accountability measures, the utilization of ‘external providers’, limited time for teacher learning and what appears to paralysis by policy. Discussion considers possible alternative approaches to the development of policy that would arguably better support teachers of physical education in primary schools.

text: Primary teachers, policy, and physical education This article focuses on the challenges arising for primary school teachers who have responsibility for teaching physical education (PE) and who are working in particularly complex and contestable policy contexts. In New Zealand provision of physical education is identified as occurring amidst multiple, and not necessarily compatible, sets of expectations, associated with government priorities, initiatives focusing on children’s health, sport, and improved national achievement outcomes. This article examines the contemporary educational policy landscape, and the effect constantly shifting policy initiatives have on teachers’ work in physical education in primary schools. Key themes characterizing primary PE teaching/teachers’ situation currently centre on pressures to adhere to policies that have stricter accountability measures, the utilization of ‘external providers’, limited time for teacher learning and what appears to paralysis by policy. Discussion considers possible alternative approaches to the development of policy that would arguably better support teachers of physical education in primary schools.

year: 2011

title: Important lessons for trust governance from trusts that benefit New Zealand's Indigenous Maori – Recent developments

authors: Manyam, Joel

abstract: The landmark New Zealand Court of Appeal decision in New Zealand Maori Council v AttorneyGeneral [1987] 1 NZLR 641[SOE Case] marked a watershed in New Zealand's jurisprudence concerning the relationship between the Government of New Zealand('the Crown') and the indigenous Maori peoples of New Zealand. Very recently , New Zealand's highest Court, the Supreme Court in its decision in New Zealand Maori Council v Attorney-General[2013] 3 NZLR 31 referred to the SOE case as follows:
'The SOE case by the Court of Appeal is a judgment of great authority and importance to the law concerning the relationship between the Crown and Maori" (emphasis added)[S3].

text: Important lessons for trust governance from trusts that benefit New Zealand's Indigenous Maori – Recent developments The landmark New Zealand Court of Appeal decision in New Zealand Maori Council v AttorneyGeneral [1987] 1 NZLR 641[SOE Case] marked a watershed in New Zealand's jurisprudence concerning the relationship between the Government of New Zealand('the Crown') and the indigenous Maori peoples of New Zealand. Very recently , New Zealand's highest Court, the Supreme Court in its decision in New Zealand Maori Council v Attorney-General[2013] 3 NZLR 31 referred to the SOE case as follows:
'The SOE case by the Court of Appeal is a judgment of great authority and importance to the law concerning the relationship between the Crown and Maori" (emphasis added)[S3].

year: 2015