HPE in Aotearoa New Zealand: the reconfiguration of policy and pedagogic relations and privatisation of curriculum and pedagogy

Abstract

This paper centres on research that investigated the contemporary policy, curriculum and pedagogical landscape of Health and Physical Education (HPE) in Aotearoa New Zealand, in the light of increasing impressions that provision was moving to an ‘open market’ situation. Publicly available information sourced via the Internet was used to examine the public and privately funded initiatives, programmes and resources targeted towards the provision of HPE across all phases of education. The data arising revealed an array of government and non-governmental agencies and organisations acting as producers of resources and deliverers of HPE-related programmes in schools. It also clearly pointed to structural convergence between government and non-government sectors. This paper locates the findings from the research amidst developments in policy relations and networks spanning education, health and sport, and presents a theoretically oriented critical re-examination of the structural reconfiguration of contemporary HPE in Aotearoa New Zealand. Analysis brings together insights from Ball and Junemann's work on policy networks and Bernstein's theorising of the social construction of discourse to explore linkages between policy and pedagogic relations, and the discourses and practices in HPE. Attention is directed to the significance of changes in the nature of both the Official Recontextualizing Field and Pedagogic Recontextualizing field, and the connections between the two fields. Changes in the recontextualizing fields are discussed in relation to official pedagogic discourse of HPE and the pedagogic discourse of reproduction. This analysis brings to the fore prospective curriculum and pedagogic implications of new policy networks and new networks of providers associated with provision of HPE in schools. Discussion acknowledges potentially varied readings of contemporary developments and addresses the opportunities and challenges for teachers and teacher educators in Aotearoa New Zealand and internationally.

Keywords:

• Health and Physical Education
• Policy networks
• Pedagogic discourse
• Curriculum
• Sport
• Health

Notes

1. Bernstein's (1990) text has been used in preference to subsequent revisions (Bernstein, 1996, 2000).

2. This initiative should not be confused with KiwiSport, a 1980s initiative in New Zealand that was designed to provide modified sporting experienced to primary school children.

3. There are 18 Regional Sports Trusts in New Zealand with distinct regional structures and responsibilities: http://www.sportnz.org.nz/about-us/who-we-are/how-we-invest/regional-sports-trusts/

4. See Figures 1 and 2 in Petrie et al. (2014).

5. See note 4.

6. Hauora is a Māori philosophy of health unique to New Zealand. It comprises taha tinana, taha hinengaro, taha whanau, and taha wairua; physical, mental and emotional, social and spiritual wellbeing. http://health.tki.org.nz/Teaching-in-HPE/Curriculum-statement/Underlying-concepts/Well-being-hauora.