Knowledge Equivalence Discourse in New Zealand Secondary School Science

• Published in: New Zealand journal of educational studies Vol. 50; no. 2; pp. 223 - 238
• Main Authors: Rata, Elizabeth, Taylor, Anita
• Format: Journal Article
• Language: English
• Published: Singapore Springer Singapore 01.11.2015; Springer; New Zealand Association for Research in Education
• Subjects: Ability testing; Academic Achievement; Cognitive Development; Constructivism; Core curriculum; Curricula; Curriculum Development; Discourse Analysis; Education; Education policy; Educational Practices; Epistemology; Equity; Foreign Countries; Individualized Instruction; Information organization; Integrated Curriculum; Knowledge; Learning; Literacy; Pedagogy; Qualifications; Realism; Science; Science Curriculum; Science education; Science Teachers; Secondary School Science; Secondary schools; Sociology; Students; Study and teaching (Secondary); Success; Teaching; New Zealand; New York; United Kingdom > UK; United States > US; Secondary school science; Innovated pathways; Knowledge; Knowledge equivalence; National Certificate of Educational Achievement (NCEA); Academic subjects
• ISSN: 0028-8276; 2199-4714
• DOI: 10.1007/s40841-015-0020-1

The theoretical inquiry undertaken in this paper examines the discourse of knowledge equivalence used to justify conflating academic and non-academic subjects in New Zealand secondary school science. The purpose is to open up a critical discussion of the discourse and its influence on curriculum and pedagogy. Using a conceptual methodology, we identify the differences between academic and non-academic subjects to argue that there are sound epistemological and equity reasons not to combine academic and non-academic subjects into innovated pathways. A research study which explored the curriculum practices of several senior science teachers is used to illustrate our theoretically derived analysis and explanation of the knowledge equivalence discourse.