Feminists working for change in the New Zealand Association for Community and Continuing Education (NZACCE): 1982 ‐1992

Abstract

This paper argues that the erosion of educational opportunities for women in New Zealand during the decade 1982‐1992 reflected the patriarchal dimensions of adult education. Community based adult education was seen as education for and by women and, as such, as unimportant and dispensable. The erosion is explored using the New Zealand Association for Community and Continuing Education (NZACCE), a national community education organisation with both professional development and lobbying roles, as a case study. The paper is based on the research undertaken in order to write a feminist educational history of the Association from 1982‐1992; it is in three parts. First, in order to frame the main discussion,the paper out lines the patriarchal dimensions of adult education whichhavebeen highlighted by UK commentators. These are related to the New Zealand context. The second part of the paper briefly describes the research methodology. Third, using both my research experience and my findings, the paper illustrates the patriarchal dimensions of adult education through the policy and practice of NZACCE during the decade. The patriarchal dimensionsaretracedthroughthedocumentarymaterialoftheAssociation.Therolesplayed by the women in the Association also support the argument. In addition, the feminist perspectives held by the women had little lasting impact on mainstream practices. Finally the argument is illustrated by the fact that the women's sphere of greatest influence was felt within the internal policies and practices of the Association. Thepaper concludes that despite the commitment by the women involved in the Association to influence the policy makers, educational opportunities for women were eroded over the decade.