Revisiting New Zealand's radical educational reforms: continuities and disjunctures

This paper endorses Dick Selleck and Geoffrey Sherington's view that public policy-making is characterised by both fluidity and contestability. In April 1988, the report of a Taskforce headed by Brian Picot recommended major reforms in New Zealand's public education system. Even today, how...

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Bibliographic Details
Published inJournal of educational administration and history Vol. 46; no. 2; pp. 190 - 206
Main Author Openshaw, Roger
Format Journal Article
LanguageEnglish
Published Leeds Routledge 01.01.2014
Taylor & Francis Ltd
Subjects
bureaucracy
Committees
Content Analysis
contestability
Education reform
Educational Change
Educational History
Foreign Countries
Inferences
New Zealand
Picot Taskforce
Policy Formation
Policy making
Politics of Education
Position Papers
Primary Sources
Public Education
Public Policy
Public schools
Tomorrow's Schools
Transcripts (Written Records)
New Zealand
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Summary:This paper endorses Dick Selleck and Geoffrey Sherington's view that public policy-making is characterised by both fluidity and contestability. In April 1988, the report of a Taskforce headed by Brian Picot recommended major reforms in New Zealand's public education system. Even today, however, there is controversy regarding the major influences on the Taskforce. Utilising untapped primary source material to revisit the deliberations of the Taskforce, this paper epitomises the strongly evidence-based approaches that have long characterised the scholarship of Dick and of Geoff.
ISSN:0022-0620
1478-7431
DOI:10.1080/00220620.2014.889098