Neo-tribal capitalism, socio-economic disadvantage and educational policy in New Zealand

Abstract

This paper draws on the idea of neo-tribal capitalism to argue that in New Zealand educational disadvantage is typically understood through the lens of ethnicity and that policy-makers appear blind to disadvantage that is related to socio-economic status. A clear expression of this gap is the fact that while New Zealand has strategies to lift the achievement of Māori and Pasifika school students (many of whom come from relatively poor backgrounds), there is no strategy to lift the achievement of European/Pākehā students from similar backgrounds. Drawing official statistics, this paper argues that a significant proportion of those who do not succeed in New Zealand’s education are Europeans/Pākehās from poor socio-economic backgrounds.

Keywords:

• equity/social justice
• class

Notes

1.The Treaty of Waitangi was first signed on 6 February 1840 by representatives of the British Crown some Maori chiefs of New Zealand. The Treaty established British rule of New Zealand. It also recognised Māori ownership of their lands and other properties, and gave the Māori the rights of British subjects.t

2.For example, ‘On average over 2007 to 2011, around one in six European/Pākehā children lived in poor households, one in four Pacific children, and one in three Maori children (double the rate for European/Pākehā children).(Perry 2012, 19).

3.The BIM was prepared by the New Zealand Ministry of Education upon the election of the centre Right National-led government for the then new Minister of Education.

4.The other three are: improving the value of the Government’s expenditure on tuition subsidies and student support, improving alignment of tertiary spending with the Government’s economic growth goals, enhancing transitions, and strengthening pathways and the relevance of qualifications.

5.There are three main sources of funding. These are the Targeted Funding for Educational Achievement, Special Education Grant, and Careers Information Grant. The funding is apportioned on a sliding scale so that schools in the lowest decile (decile one) receive an additional $1000 (approximately) per pupil per year, decile two schools receive an additional $600 (approximately) per pupil, decile three schools receive an additional $400 (approximately) per pupil, while decile 10 schools receive no additional funding. Additional funding is also provided to low decile schools to attract teachers and to pay for relocation costs.

6.It should be stressed that there is considerable evidence that school decile ratings measure important differences between schools (Biddulph, Biddulph, and Biddulph 2003).

7.Note though that anyone can gain entry to a university once they turn 20 years of age.