Rising Above the Noise: How Educators Can Reclaim Their Voice in Policy Change

Empowering Teachers to Challenge Reforms, Advocate for Democracy, and Protect the Integrity of Our Classrooms

Bevan Holloway’s recent work has brought critical insights into the ways in which education policy in New Zealand has been shaped by a small group with significant influence, raising important questions about the transparency and democratic integrity of the curriculum development process. His analysis has prompted me to reflect on the parallels between what has occurred in New Zealand and the tactics used by conservative governments in the UK in recent years. Both contexts highlight a troubling trend: the erosion of established democratic processes in favour of ideologically driven reforms that often bypass the voices of those working within the education sector.

This blog aims not just to draw these parallels but to serve as a reminder to educators that, despite the overwhelming nature of these changes, there are concrete actions that can be taken. The current climate may make many teachers feel like a possum caught in the headlights—stunned, powerless, and unsure of where to turn. However, this is not a moment for passivity. Across schools in New Zealand, educators have the capacity to question, challenge, and engage critically with what is happening, ensuring that their voices are heard and that the principles of a democratic education system are upheld.

1. Centralisation of Power and Reduced Consultation

New Zealand:
The formation of the Ministerial Advisory Group (MAG) marked a concerning shift in how education policy was developed and implemented. Originally intended to provide advice, the MAG quickly expanded its role, directly influencing the writing of the curriculum. This bypassed established protocols designed to ensure broad consultation and sector involvement, reducing the Ministry of Education to a mere facilitator of a predetermined agenda. The sidelining of many experts, including those within the Ministry and the wider educational community, concentrated decision-making power within a small group aligned with a specific ideology.

UK:
Similar centralisation has occurred in the UK, particularly during the tenure of Education Secretary Michael Gove, who spearheaded a rapid expansion of academies and free schools. These reforms were rolled out with minimal consultation and often against the advice of educational professionals. The central government took direct control over school governance, reducing the influence of local authorities and educators. The swift and top-down nature of these reforms mirrored the same disdain for democratic processes seen in New Zealand, where stakeholder input was minimised in favour of ideological control.

2. Ideological Framing and ‘Evidence-Based’ Justifications

New Zealand:
The New Zealand government has heavily relied on the so-called ‘science of learning’ to justify the prescriptive changes in the curriculum, framing the shift towards more didactic, teacher-directed instruction as an evidence-based improvement. However, as Bevan Holloway and other critics point out, this selective use of research often ignores the broader complexities of education and the diverse needs of learners. The imposition of rigid frameworks across all learning areas, regardless of their suitability, is less about improving educational outcomes and more about enforcing a specific ideological agenda.

UK:
The UK’s conservative governments have similarly cloaked their reforms in the language of rigour and evidence. Policies such as phonics checks, standardised testing, and a knowledge-rich curriculum have been promoted as necessary correctives to perceived failures in progressive education. However, these policies often ignore the professional judgement of educators and the complexities of learning. The focus on measurable outcomes and strict adherence to traditional methods serves more to reinforce a conservative ideology than to genuinely enhance teaching and learning.

3. Undermining Professional Expertise

New Zealand:
The MAG’s overreach has significantly undermined the professional expertise of teachers, curriculum specialists, and Ministry staff. By taking control of the curriculum-writing process, the MAG sidelined the educators who are best positioned to understand and respond to the needs of students. This approach diminishes the professional autonomy of teachers, reducing them to implementers of a centrally prescribed curriculum that leaves little room for adaptation or innovation.

UK:
The UK’s reforms have similarly disempowered educators, positioning them as deliverers of government-mandated content rather than as professionals with valuable insights into effective teaching and learning. The emphasis on compliance with top-down directives, such as the expansion of standardised testing and strict behaviour management policies, further erodes teacher agency. This mirrors the New Zealand experience, where the imposed changes are less about educational improvement and more about control.

4. Politicisation of Educational Reform

New Zealand:
The curriculum changes in New Zealand have been deeply politicised, with clear links to right-wing ideological groups that have influenced policy direction. The MAG’s actions reveal a broader strategy of using education as a tool for advancing specific ideological goals. This politicisation is not just about differences in educational theory; it represents an attempt to reshape the values and priorities of our education system in line with a narrow agenda.

UK:
In the UK, conservative education reforms have been used as a political tool to rally support and distinguish the government from perceived ‘left-wing educational orthodoxy.’ The drive towards traditional education methods, strict discipline, and a focus on ‘back-to-basics’ has been framed as a moral crusade against what the government views as the failures of progressive education. This politicisation of education not only polarises the sector but also shifts the focus away from the needs of students and towards ideological battles.

5. Erosion of Democratic Processes and Public Oversight

New Zealand:
The actions of the MAG exemplify a disturbing erosion of democratic norms. By bypassing established public service guidelines and sidelining broad-based consultation, the MAG has set a dangerous precedent for how education policy is developed. This erosion of transparency and accountability should alarm all of us who value democratic processes and public participation in decision-making.

UK:
The UK’s approach to education reform has similarly undermined public oversight and accountability. Reforms have often been implemented with little opportunity for public or professional scrutiny, and the rapid pace of change has left many educators struggling to keep up. The disregard for established consultation processes reflects a broader trend of diminishing democratic engagement in policymaking.

Strategies for Teachers: Taking Action Amidst Change

These parallels between New Zealand and the UK highlight a global playbook that seeks to reshape education systems through centralised control, ideological imposition, and the erosion of democratic norms. As educators, we cannot afford to be passive observers of these changes. Here are some steps you can take to push back and make your voice heard:

1. Stay Informed: Focus on credible sources like Bevan Holloway’s reports that offer clear insights into the realities of these reforms. Staying informed empowers you to engage critically with the changes being imposed.

2. Engage Locally: Use staff meetings, professional development opportunities, and community discussions to raise awareness and share your concerns. Your insights and experiences are invaluable in shaping the narrative around these changes.

3. Educate Parents and Communities: Parents need to understand how these policy shifts impact their children’s education. Take the time to communicate the broader implications of these changes through school newsletters, meetings, or casual conversations.

4. Amplify Sector Voices: Support leaders and organisations that are speaking out against these undemocratic processes. Your backing can help strengthen their advocacy and push back against the erosion of our democratic education system.

5. Document and Share: Record your experiences and observations about how these curriculum changes are affecting your teaching and your students. Share these stories with colleagues, advocacy groups, and policymakers to highlight the real-world impacts of these reforms.

6. Celebrate and Amplify What’s Working: In a climate where stories of failure and crisis dominate the headlines, it’s essential to shine a light on the successes happening in your classrooms and schools. Share the positive stories of student progress, innovative teaching approaches, and the unique ways your school community is thriving. Use school newsletters, social media, and professional networks to celebrate these wins. Encourage students and parents to share their experiences, and collaborate with colleagues to highlight the impact of your work. By amplifying these successes, we counteract the negative narratives and remind everyone—educators, students, and the public—of the incredible work being done every day in our schools.

7. Stand Up for Professional Autonomy: Advocate for your right to make decisions based on your professional knowledge and the needs of your students. Our education system must respect the expertise of those who work closest to learners.

Strategies for School Leaders: Balancing Pressures and Protecting Staff

School leaders are navigating an increasingly complex landscape, balancing policy changes, pressures from the government, and community expectations—all while maintaining the morale and focus of their staff. Here are some strategies to help leaders manage these challenges effectively:

1. Be a Filter, Not a Funnel: Shield your staff from unnecessary noise by carefully filtering what information reaches them. Prioritise what’s essential for teachers to know and manage the flow of new directives in a way that doesn’t overwhelm. Your role is to absorb the external pressures so your teachers can focus on teaching.

2. Maintain a Focus on Core Values: Anchor your leadership in the core values of your school community. Remind your staff of what matters most—the well-being and learning of students—and keep these values front and centre amidst external pressures. This can provide a sense of stability and direction even when changes feel chaotic.

3. Create Safe Spaces for Staff Reflection and Discussion: Establish regular opportunities for staff to express their concerns, share their successes, and collaborate on solutions. Safe, supportive spaces where staff feel heard and valued can reduce the stress associated with policy changes and external criticism.

4. Celebrate Successes: Amplify the positive stories within your school. Recognise and celebrate the everyday achievements of your staff and students, and share these stories widely. By highlighting what’s working, you not only boost morale but also counteract the pervasive narrative of crisis.

5. Engage with Your Community: Foster open communication with parents and the wider community. Be transparent about the challenges your school is facing, but also highlight the great work happening every day. Building strong relationships with your community can create a supportive network that stands with you in advocacy for better policies.

6. Lead by Example in Navigating Change: Model resilience and positivity in the face of policy changes. When you show calm, thoughtful leadership, it sets the tone for your staff. Acknowledge the challenges but focus on solutions and maintaining a positive learning environment. Your demeanour can significantly impact how your staff handle external pressures.

7. Advocate Upwards: Use your position to advocate for your school and staff at higher levels. Engage with policy discussions, write to decision-makers, and participate in forums where you can influence change. By voicing the realities and needs of your school community, you can help shape policies that better support educators and students.

8. Provide Professional Development Focused on Resilience and Adaptability: Invest in professional learning that equips your staff with skills to manage change, foster resilience, and stay adaptable. Workshops on stress management, teamwork, and innovative teaching strategies can help teachers feel more empowered and less overwhelmed by external changes.

9. Encourage a Balanced Approach to Compliance: While some directives must be followed, empower your staff to find a balance between compliance and maintaining the integrity of their teaching practices. Encourage creative approaches within the guidelines that still prioritise student engagement and learning.

10. Protect Time and Energy: Guard your staff’s time fiercely. Avoid overloading teachers with unnecessary meetings or tasks that detract from their primary focus: teaching. Streamline processes and prioritise what truly impacts student learning and well-being.

The Implications of Education Policy and Reform

The parallels between New Zealand’s and the UK’s approaches to education reform reveal a concerning trend towards centralised control, the undermining of professional expertise, and the erosion of democratic processes. These strategies, often cloaked in the language of evidence-based practice, mask the broader ideological agendas at play.

School leaders and educators face significant challenges in navigating these policy shifts while maintaining the integrity of their work and supporting student learning. By understanding the tactics employed—such as reduced consultation, the politicisation of educational content, and the marginalisation of professional voices—educators can better position themselves to advocate for a balanced approach that respects both educational research and the diverse needs of learners.

It is essential that the sector remains critically engaged with these reforms, celebrating successes within classrooms and schools, and actively participating in the discourse around educational policy. Such engagement not only highlights the effective practices already in place but also serves as a counter-narrative to the often negative and oversimplified portrayals of the education system.

The current landscape requires educators to be informed, proactive, and resilient, ensuring that the principles of democratic participation, transparency, and professional autonomy are upheld. By critically examining these policy changes and their implications, the education community can work towards a more inclusive and responsive system that truly reflects the needs and values of all stakeholders.