The Changing Face of Literacy in New Zealand’s School Journal. Part Two, 1939–2015: From Nationhood and Dewey’s Progressive System to Neoliberal and Socio-cultural Influences, and Uniformity

Abstract

Since its inception in 1907 New Zealand’s School Journal has provided primary schools with free good quality material to be used for a variety of purposes in the classroom. At the same time, in reflecting curriculum reforms and changing perceptions of literacy learning, it has reproduced often conflicting ideologies. This article examines the Journal in relation to two periods of major change in education. The first of these extends from 1939 through to the 1980s, during which the initiatives of Labour Prime Minister, Peter Fraser, and subsequent rolling reforms led to what could be considered the Journal’s heyday with an increased emphasis on the national identity, literature of a high standard, and a burgeoning romanticism. The second extends from 1984–2015—a period in which another Labour government (but one heavily influenced by the worlds of commerce and culture) implemented reforms with such speed and crusading zeal they were termed a “blitzkrieg”. Ultimately leading to an emphasis in education on the one hand, on skills, standards, and achievement, and on the other hand, ethnicity and socio-culturalism, they have positioned the Journal as almost the polar opposite of its 1960s–1980s counterpart, and in some respects as similar to its earlier twentieth century forebears, as a final survey will show.