This paper presents three stories-over-time of the secondary schooling experiences of New Zealand's rangatahi Maori--or Maori youth. The stories span fifteen years of New Zealand schooling and are told from three perspectives: the experiences of the students as told in their own words; the voices of youth within the prevailing political contexts…

Much of the evidence translation literature focuses narrowly on the use of evidence in the initial policy formulation stages, and downplays the crucial role of institutions and the inherently political nature of policy making. More recent approaches acknowledge the importance of institutional and political factors, but make no attempt to…

In 1987, major reform of New Zealand education at all levels was initiated. Several major reports have analyzed the need for change suggesting more dramatic changes are inevitable but are more likely to come from future economic and social changes than from government initiative. (MSE)

Analyzes political and economic context for divergent paths of two key education curriculum reform documents in New Zealand. Contrasts a centrally controlled, subject-based, achievement-oriented curriculum for compulsory education with a child-oriented, thematic, experimental curriculum for early childhood education. Suggests some reasons for the…

Describes changes in social roles, formal organizations, and social stratification arising from immigration in New Zealand during the 1980s. Examination reveals defects in the institutional structure of immigration. Immigration policy, immigrant policy, and ethnic relations policy are related to the less desirable effects of immigration in New…