Abstract:
The paper argues that the integration of faith-based schools into New Zealand's secular democratic society is compromised by the localisation of the country's national curriculum. The argument is illustrated by a small study undertaken at a Muslim girls' secondary school. Significant dilemmas were encountered by the school as it sought to align its curriculum to the liberal principles and values in the national curriculum. New Zealand, as a modern, pluralist society built on liberal principles and values, has a long tradition of integrating diverse groups in order to create a cohesive society with the education system serving as the main site for integration. The post-1990s' shift to the localisation of that system changed the nature of the integration process leading to the possibility of permanent segregation for some groups. We identify the localised character of New Zealand education through its community-responsive curriculum, rather than the existence of diverse groups themselves, as a contributor to segregation with negative consequences for the country's social cohesion.
