Abstract:
This thesis is based on a five-year case study of Auckland Metropolitan College ("Metro"), the
only state-funded alternative secondary school in New Zealand. At the time of writing in
September 2001, the school teeters on the brink of closure after the eighth negative Education
Review Office (ERO) report in eight years.
Metro appears to exemplify many neo-liberal principles in education - choice, freedom, lifelong
learning, and flexibility - which are considered integral to the "effective school".
However its position as a sink (and market safety valve) for unwanted students from other
schools, as well as its long history without any official clarification of its status as alternative
within the New Zealand education system, positions the school as a danger at the margins of
mainstream schooling.
Metro's apparent inability to function "properly" within a framework that includes notions of
the "good (professional) teacher", the "good (enterprising) student", and the "good (effective)
school" is examined against a number of current neo-liberal educational discourses and
concepts including teacher professionalism, classroom management, school effectiveness, the
exercise of "proper" consumer choice, and the market place of "at risk" students.
The thesis re-situates the site of struggles away from the school, teachers, students andfor ERO
per se, moving the focus to the narratives of the teachers, students, and ERO. A "post-structural
ethnography" is built by combining some aspects of traditional ethnographic methodology with
post-structural questions about meaning and historical specificity, moving beyond the
ethnographic imperative of getting to the "real story" (Britzman 1995) into a new role of
"making the familiar strange rather than the strange familiar" (Van Maanen 1995: 20). In
particular Foucault's work on governmental power relations is used as an account of liberalism
and neo-liberalism to problematise the current discursive framework in New Zealand education.
The framework is explored as a "tricky combination in the same political structures of
individualisation techniques and of totalisation procedures" (Foucault 1982: 2 13) and shows
how Metro is inevitably a failing school.