Winding Back the Clock: The Retreat of New Zealand Inclusive Education Policy
AbstractIn 1996 the New Zealand Ministry of Education stated its aim to develop a “world class inclusive education system”. Through an analysis of current legislation and policy documents, this article argues that this policy has shifted, and the “clock is being wound back”. More children are enrolling in Special Schools, in keeping with neoliberal ideologies focused on consumer choice, outcomes, and the view that education is a private good and not a human right. There are unclear and at times contradictory messages about “special” and “inclusive” education that result in an education system that has no clear path forward towards inclusion. The focus is instead on “special” education policy, the maintenance of placement choice, and the surveillance and management of disabled students. It is suggested that the way forward is for radical systemic change, the development of a clear inclusive education policy, and an ideological focus on social justice.
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How to Cite
HIGGINS, Nancy; MACARTHUR, Jude; MORTON, Missy. Winding Back the Clock: The Retreat of New Zealand Inclusive Education Policy. The New Zealand Annual Review of Education, [S.l.], n. 17, july 2007. ISSN 1178-3311. Available at: <https://ojs.victoria.ac.nz/nzaroe/article/view/1528>. Date accessed: 27 oct. 2020. doi: https://doi.org/10.26686/nzaroe.v0i17.1528.
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