by Rebecca Thomas
Sticking with Claire Amos' wonderful literary theme in her recent post, Education in Aotearoa - the fairy tale we are being fed and the fairy tale we need and amplifying Maurie Abraham's frustrations in, The Crisis In Schooling Is Not In Schools But In Political Leadership, I felt a new story might be worth telling - one where the benevolent figures are outdone by wisdom and courage.
Enter stage right: Project Skyfall
This initiative is more than a call to action; it's an awakening. It's about educators realising the power of their collective voice and the strength in their shared wisdom. Like the clever protagonists in Grimm's tales who outsmart giants and outwit witches, this movement empowers teachers to stand tall in the face of misguided rushed policies and misrepresented data. Project Skyfall#UnmaskTheFairyTale
This isn't just about crying wolf or searching for the perfect bowl of porridge. It's about educators leaving a trail of breadcrumbs of truth for others to follow, outsmarting those who might lead them astray. With enticing gingerbread houses and sugary facades of ill-conceived reforms there to tempt us, we must resist being lured into compliance.
Our Collective Response to the Latest Announcement
The Ministry of Education's recent announcement opens a new chapter in our ongoing struggle. The consultation on updated learning areas and wāhanga ako is now live, with a focus on establishing a knowledge-rich curriculum grounded in the science of learning and implementing evidence-based instruction in early literacy and mathematics. On the surface, this may seem like a positive step, but let’s look beyond the sugar coating.
Hasty policy implementations and rushed timelines are being masked as opportunities for feedback, yet the reality is that these changes often disregard the nuanced needs of our classrooms. The government promises clarity and reduced workload with the introduction of year-by-year teaching sequences in subjects like mathematics. With such a limited timeframe for feedback, are we being given enough opportunity to thoroughly evaluate the impact of these year-by-year teaching sequences? How does the short consultation window affect our ability to critically assess whether these changes truly benefit our students?
As educators, we need to ask ourselves: Are these changes truly in the best interest of our students, or are they designed to serve a narrative that simplifies the complexity of teaching to fit a political agenda? The draft content is set to be finalised and implemented by Term 1, 2025, leaving us with limited time (4 weeks from today) to voice our concerns effectively.
Taking Action: How We Can Respond
If the four-week window for feedback feels inadequate, here are some steps we can take to ensure our voices are heard and respected:
#1 Engage with Your Union: Teachers can bring their concerns to their unions, such as the NZEI or PPTA. Unions can advocate on behalf of their members and may have more influence in negotiating timelines or extending consultation periods. Work with union representatives to organise a collective response. A united stance from a large group of educators can carry more weight than individual submissions.
#2 Submit Feedback: Even within the constrained timeframe, educators should provide detailed and constructive feedback during the consultation period. Highlight the issues with the timeline itself and how it impacts meaningful participation. When providing feedback, suggest alternative timelines or processes that would allow for more thorough review and consultation. A standard and agreeable window for feedback on significant changes is typically 6 to 12 weeks, allowing for a thorough review and more inclusive consultation.
#3 Public Awareness: Use social media, local media, and community networks to raise awareness about the challenges posed by the short feedback window. This can help build public support for a more extended consultation period. Work with parents and other stakeholders who may also have concerns about the rushed timeline to advocate for a more reasonable process.
#4 Direct Communication with the Ministry: Educators can individually or collectively reach out directly to the Ministry, expressing concerns about the timeline and requesting an extension. Principals and other school leaders can be influential in these discussions and can advocate for more time on behalf of their staff.
Project Skyfall isn't just about striking; it's about exposing the flawed narrative being spun by policymakers. In Brothers Grimm tales, danger is real, consequences are severe, and happy endings are hard-won through sacrifice and collective action.
Project Skyfall is our chance to pull back the curtain, to demand genuine consultation, and to insist on policies grounded in classroom realities rather than manipulated statistics. Let’s use our collective voice to ensure that the tale of New Zealand's education system has a happier ending; the ending we need - one where teachers are heard, students' needs are truly met, and policies are shaped by those who understand education best.
Let’s write the next chapter together—one where educators’ wisdom shapes the policies that govern our classrooms, and where the only thing falling from the sky is the rain of positive change we’ve brought about through our united efforts.
Project Skyfall#UnmaskTheFairyTale
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