Let’s Dig Down Deep: A Philosophical Look at Social Studies Education in New Zealand

Abstract

Post-structural analysis is a valuable tool for offering different perspectives, highlighting possible disparities, and suggesting new ways forward. This paper applies a post-structural analysis to social studies education and Social Studies in the New Zealand Curriculum (Ministry of Education, 1997). The analysis reveals that social studies education restricts many diverse groups in Aotearoa/New Zealand from identification as “New Zealand citizens” through a focus on “citizenship” education and a singular “national identity”. It is argued that social studies education should move into the postmodern allowing for teachers and students to think across multiple dimensions that recognise diversity and reflect a postmodern philosophy.