Megan Lourie
Biographic Data
| ID | 5397967 |
|---|---|
| NAME | Megan Lourie |
| GIVEN NAMES | Megan |
| FAMILY NAME | Lourie |
| SIGNATURE | LOURIE M |
| AFFILIATIONS | Auckland University of Technology |
| ORCID | 0000-0003-0751-9799 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 8 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 1 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
The Subject-English Curriculum War
There have been significant changes to the national curriculum in Aotearoa New Zealand over the last three decades. Subject-English has been at the forefront of the three most recent changes which have occurred in quick succession and have had different priorities. We theorise that what is happening in subject-English is symptomatic of broader educational shifts and these shifts will also be reflected in the curricula of other learning areas as t…
Teachers’ Experiences of Curriculum Reform in Aotearoa New Zealand
New Zealand teachers have faced a period of significant curriculum reform over the past four years. With the government’s recent announcement of plans to reform the national qualification, and the proposal to introduce new subjects into the curriculum, we know more change is coming. This may result in role overload for teachers. Role overload occurs when the demands of a role surpass the time and resources available to an individual. Over recent …
Perspectives on the Knowledge Problem in New Zealand Education
Bicultural education policy in New Zealand
Bicultural educational policy is part of a much broader ensemble of bicultural policies that were first developed by the Fourth Labour Government elected in 1984. Bicultural education policy is thought to be a means of addressing the ongoing challenge of educational underachievement of Māori students in the compulsory schooling sector. At present, the dominant discourse in New Zealand education frames the educational underachievement of Māori as …
Using a realist research methodology in policy analysis
The article describes the usefulness of a realist methodology in linking sociological theory to empirically obtained data through the development of a methodological device. Three layers of analysis were integrated: 1. the findings from a case study about Māori language education in New Zealand; 2. the identification and analysis of contradictions and vagueness in language education policy; and, 3. the explanation of these contradictions in terms…
A critique of the role of culture in Maori education
Educational under-achievement by a section of the Maori population is a persistent problem for New Zealand. This article is a theoretical examination of the practice and consequences of a culture-based curriculum that is promoted as the solution. We develop the argument that not only is the ‘cultural solution’ at odds with the complex social reality in New Zealand, but it is itself a contributor to educational under-achievement
Canaries in the coal mine’
Māori language education policy documents reflect an underlying ambivalence about the desired outcomes for non-Māori learners participating in ‘as-a-subject’ Māori language learning. The view of the Māori language as a national language may be in the process of being replaced by a view that identifies the language primarily as a cultural taonga (treasured possession) belonging to those of Māori ethnicity in the interests of an emergent elite. Thi…
Using a realist research methodology in policy analysis
The article describes the usefulness of a realist methodology in linking sociological theory to empirically obtained data through the development of a methodological device. Three layers of analysis were integrated: 1. the findings from a case study about Māori language education in New Zealand; 2. the identification and analysis of contradictions and vagueness in language education policy; and, 3. the explanation of these contradictions in terms…
Canaries in the coal mine’
Māori language education policy documents reflect an underlying ambivalence about the desired outcomes for non-Māori learners participating in ‘as-a-subject’ Māori language learning. The view of the Māori language as a national language may be in the process of being replaced by a view that identifies the language primarily as a cultural taonga (treasured possession) belonging to those of Māori ethnicity in the interests of an emergent elite. Thi…
Canaries in the coal mine’
Māori language education policy documents reflect an underlying ambivalence about the desired outcomes for non-Māori learners participating in ‘as-a-subject’ Māori language learning. The view of the Māori language as a national language may be in the process of being replaced by a view that identifies the language primarily as a cultural taonga (treasured possession) belonging to those of Māori ethnicity in the interests of an emergent elite. Thi…
A critique of the role of culture in Maori education
Educational under-achievement by a section of the Maori population is a persistent problem for New Zealand. This article is a theoretical examination of the practice and consequences of a culture-based curriculum that is promoted as the solution. We develop the argument that not only is the ‘cultural solution’ at odds with the complex social reality in New Zealand, but it is itself a contributor to educational under-achievement
Bicultural education policy in New Zealand
Bicultural educational policy is part of a much broader ensemble of bicultural policies that were first developed by the Fourth Labour Government elected in 1984. Bicultural education policy is thought to be a means of addressing the ongoing challenge of educational underachievement of Māori students in the compulsory schooling sector. At present, the dominant discourse in New Zealand education frames the educational underachievement of Māori as …
Using a realist research methodology in policy analysis
The article describes the usefulness of a realist methodology in linking sociological theory to empirically obtained data through the development of a methodological device. Three layers of analysis were integrated: 1. the findings from a case study about Māori language education in New Zealand; 2. the identification and analysis of contradictions and vagueness in language education policy; and, 3. the explanation of these contradictions in terms…
Perspectives on the Knowledge Problem in New Zealand Education
The Subject-English Curriculum War
There have been significant changes to the national curriculum in Aotearoa New Zealand over the last three decades. Subject-English has been at the forefront of the three most recent changes which have occurred in quick succession and have had different priorities. We theorise that what is happening in subject-English is symptomatic of broader educational shifts and these shifts will also be reflected in the curricula of other learning areas as t…
Teachers’ Experiences of Curriculum Reform in Aotearoa New Zealand
New Zealand teachers have faced a period of significant curriculum reform over the past four years. With the government’s recent announcement of plans to reform the national qualification, and the proposal to introduce new subjects into the curriculum, we know more change is coming. This may result in role overload for teachers. Role overload occurs when the demands of a role surpass the time and resources available to an individual. Over recent …
Educational Theory and Curriculum Studies (6 works) · Sociology (5 works) · Curriculum (4 works) · Global Educational Policies and Reforms (4 works) · Pedagogy (4 works) · Gender Studies (3 works) · Gender Studies (3 works) · Psychology (3 works) · Aotearoa (2 works) · Biculturalism (2 works)