Abstract
This paper explores how teachers in New Zealand implement Culturally Responsive Pedagogy (CRP) within the context of neoliberal education reforms. New Zealand’s education policy has been shaped by several decades of neoliberal restructuring alongside a commitment to biculturalism. Against this background, the study examines how teachers engage with learning, assessment, and cultural diversity.
The study focuses on A Primary School, located in a Wellington suburb with low socio-economic indicators. The student population is culturally diverse, with approximately 30% identifying as Māori and around 60% being immigrants from Pacific Island countries. Fieldwork was conducted in 2019.
The findings indicate that teachers advocate for broader definitions of competencies and assessment criteria, challenging the rigid frameworks promoted by neoliberal reforms. They actively engage with policymakers and the Education Review Office to push for change. While teachers value Māori culture, they are also sensitive to ethnic tensions and the complexities of students’ identities. They strive to create inclusive learning environments by employing multiple approaches to participation and setting learning objectives that recognise the different knowledge structures of different ethnic groups.
Despite these efforts, the study highlights inherent tensions within CRP practices, particularly in relation to the ongoing privatisation of education.
https://ror.org/03xgh2v50 
