School zoning, equity and freedom: the case of New Zealand

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Abstract
Recent major reforms in the New Zealand education system have included important changes in the character and function of secondary school zoning. The implications of these changes are discussed through an historical analysis, with special reference to their impact on ‘freedom’ and ‘equity’ in New Zealand schooling. The prime aim of zoning has changed from one of balancing out the declared needs of different schools, to one of emphasizing the alleged rights of parents. The new provisions for zoning involve both a strong role for ‘freedom’ and a weak role for ‘equity’, which is likely to endanger some schools especially in disadvantaged locations.