Abstract
The desire to mould citizens through curricula and educational initiatives is reflected in government policy around the world. Schools can be thought of as an aggregation of the values, aspirations and ideals held by society and sites where a range of strategies are employed to attempt to shape young citizens in certain ways (Staeheli, 2011). New Zealand is no exception. From the first Education Act in 1877 through to the latest New Zealand curriculum (Ministry of Education, 2007), successive governments have attempted to engender the dispositions, skills and understandings perceived as constituting responsible, ‘good’ citizens through a variety of citizenship education initiatives.
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