Publications
Journal of Educational Leadership, Policy and Practice
New Zealand Educational Administration and Leadership Society
Subject: Education
ISSN: 1178-8690
eISSN: 1178-8704
SEARCH WITHIN CONTENT
Social justice and curriculum integration in a New Zealand primary school: A foundation principal’s view
Keywords : Social justice; modern learning environments; curriculum; diversity
Citation Information : Journal of Educational Leadership, Policy and Practice. Volume 32, Issue 1, Pages 39-47, DOI: https://doi.org/10.21307/jelpp-2017-004
License : (CC BY-NC-ND 4.0)
Published Online: 09-June-2019
- ARTICLE
- FIGURES & TABLES
- REFERENCES
- EXTRA FILES
- COMMENTS
ARTICLE
ABSTRACT
Setting up a brand new primary school is always a challenge but with limited resources this challenge is exacerbated. A model of curriculum, developed by James Beane (1997) and defined as “Integrated Curriculum”, which used a democratic approach, was trialled in the new school. It was co-constructed with students and had not been previously used in a full primary school before in New Zealand. This proved to be yet another challenge. In this reflective narrative, the Foundation Principal shares her experience of the development of the model based on the principles of social justice and democracy and the unexpected results it brings.
FIGURES & TABLES
REFERENCES
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Dewey, J. (1936). The theory of the Chicago experiment. In K. Mayhew & A. Edwards (1965), The Dewey School (pp. 463-477). New York, NY: Atherton.
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Ministry of Education. (1993). New Zealand curriculum framework. Wellington: Learning Media.
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