Abstract
The imaginary of the modern learning environment projected by the New Zealand Ministry of Education marks a subtle yet significant departure from a previously progressivist hegemony in pedagogy formation towards an instrumentalist pedagogy. The chapter interrogates this imaginary and its projected pedagogical implications for teachers. Analysed is a recently relaunched website specifically dedicated to MLEs, ile.education.govt.nz. Lefebvre’s concept of mental space is key to this analysis. Document analysis is used to argue that a critical reading exposes an underlying advocacy for placing the emphasis of pedagogic formation onto the physical environment and new technologies available to the practitioner. This amounts to de-centring the child in pedagogy formation. An instrumentalist education agenda, seated within a neoliberal philosophical approach, underpins the process of this shift to MLEs. Instrumentalism in education is sharply distinct from progressivism, which understands education as an end-in-itself. This shift occurs as a result of the apparent similarity in the meanings of certain key terms which actually operate from markedly distinct philosophical bases. By retaining much of the progressive discourse, instrumentalist pedagogic approaches are gradually altering the meaning beneath these signifiers. The de-centring of the child develops symbiotically with the adoption of an instrumentalist pedagogic identity. This chapter promotes critical debate around the fundamental drivers of pedagogic formation in an innovative and modern learning environment, and what implications this presents for a national education system.
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Notes
- 1.
An addition to an existing school building.
- 2.
The term MLE has become standard teacher jargon in many countries and is highly prevalent in New Zealand. The MOE has recently renamed the concept to Innovative Learning Environment (ILE). This included rebranding their website from mle.education.govt.nz to ile.education.govt.nz, although much of the original content remains in the updated 2016 website. Both terms will be used interchangeably throughout this chapter, as indeed they are by the MOE.
- 3.
Whānau is the Māori language term encompassing a broader definition of family, including extended family.
- 4.
A critical exploration of this agenda, including a critique of the OECD’s role in this space, can be found in a recent article by Lingard et al. (2013) entitled Testing regimes, accountabilities and education policy: commensurate global and national developments.
- 5.
Highlighting some of this complexity in Australia, for instance, is a news story concerning walls being reinstalled into ILEs, or open-plan classrooms. A firm which sells mobile room dividers had reportedly installed partitions in over 200 open-plan classrooms across the country by late 2015 (Cook 2015).
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Acknowledgements
I wish to extend my heartfelt thanks to Elizabeth Rata for her critical observations on this paper.
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Couch, D. (2018). From Progressivism to Instrumentalism: Innovative Learning Environments According to New Zealand’s Ministry of Education. In: Benade, L., Jackson, M. (eds) Transforming Education. Springer, Singapore. https://doi.org/10.1007/978-981-10-5678-9_8
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