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Excellence and Equity in Literacy Education pp 214–235Cite as

Palgrave Macmillan

Eleven Myths about Literacy Education in New Zealand

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Abstract

Myths, by their very nature, are difficult to dispel. Myths fused with ideology, rather than science, are often more appealing than scientific explanations. Debates about climate change and the spread or containment of Ebola are contemporary examples of myths and ideology confronting science. Of all professions, teaching reflects the tensions between scientific research on instructional approaches to learning, and myths about effective strategies for maximizing the learning and development outcomes of a nation’s children. As Kauffman (2002) noted, myths (and “stupid” thinking) keep education “in a chronic state of denial of reality” (p. ix).

The great enemy of truth is very often not the lie — deliberate, contrived, and dishonest, but the myth — persistent, pervasive, and unrealistic.

(John F. Kennedy, 1962)

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Authors
  1. James W. Chapman
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  2. Jane E. Prochnow
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  3. Alison W. Arrow
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Editor information

Editors and Affiliations

  1. Institute of Education, Massey University, New Zealand

    William E. Tunmer (Distinguished Professor of Educational Psychology) & James W. Chapman (Professor of Educational Psychology) (Distinguished Professor of Educational Psychology) &  (Professor of Educational Psychology)

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© 2015 James W. Chapman, Jane E. Prochnow, and Alison W. Arrow

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Chapman, J.W., Prochnow, J.E., Arrow, A.W. (2015). Eleven Myths about Literacy Education in New Zealand. In: Tunmer, W.E., Chapman, J.W. (eds) Excellence and Equity in Literacy Education. Palgrave Studies in Excellence and Equity in Global Education. Palgrave Macmillan, London. https://doi.org/10.1057/9781137415578_10

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