NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1121811
Record Type: Journal
Publication Date: 2006
Pages: 8
Abstractor: As Provided
ISSN: EISSN-2382-0349
Framing a Social Sciences Learning Area in the New Zealand Curriculum Draft for Consultation 2006
Hunter, Philippa
Teachers and Curriculum, v9 p19-26 2006
The New Zealand Curriculum Stocktake, undertaken between 2000 and 2003, signalled a more coherent and fluid approach to curriculum processes, and support for school-based decision-making around curriculum design and implementation. The subsequent "Curriculum Marautanga Project" (Ministry of Education, 2004) promised a "reframing, refocus and revitalisation" that seemed positive for the social sciences learning area of the curriculum. I looked forward to a strengthening of the social sciences, a reduction and clarification of achievement objectives, and support for exciting opportunities opened up by the Years 1-13 "Social Studies in the New Zealand Curriculum" (Ministry of Education, 1997a) for Years 11-13 social sciences options. This article argues that "The New Zealand Curriculum Draft" (Ministry of Education, 2006) frames a politically adjudicated and limiting conception of a social sciences learning area. It is my view that this framing rejects the dynamic and interrelated nature of social sciences, invalidates social studies, and suggests an unquestioning positioning of teachers and learners.
Wilf Malcolm Institute for Educational Research. Faculty of Education, University of Waikato, Private Bag 3105, Hamilton 3240, New Zealand. Tel: +64-7-858-5171; Fax: +64-7-838-4712; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand
Grant or Contract Numbers: N/A