Abstract:
In this volume we have presented ten perspectives reflecting a secondary school educational system that espouses a student-centred ethos, and yet paradoxically functions within a neoliberal political environment of increasing educational performativity. We have also explored the abiding tension between the requirement that music teachers work within national curriculum and assessment structures while meeting the complex needs of learners with multiple musical preferences from diverse backgrounds and cultures. In this chapter we look back at some key ideas and consider ‘unfinished business’ and unintended consequences of New Zealand’s curricular reforms through a conversation with six practicing secondary school teachers and two of our authors, Tracy Rohan and Lynne Wenden.
