Educational Reform in New Zealand: contesting the role of the teacher

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Abstract
This paper examines the repositioning of teachers in the education system, state and civil society, caused by the recent educational reforms in New Zealand. The central argument is that the educational reforms, which have been informed primarily by neo‐liberal views of the role of education and the state, have aimed to remove teachers from their professional role in all aspects of the education system, and to proletarianise them into a reduced role, merely as classroom teachers. The anti‐democratic nature of these policies is discussed. It is concluded that teachers, excluded from central policy processes, have worked to build up new democratic alliances within civil society, especially with Boards of Trustees and school communities. The implications of these alliances are briefly discussed.

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