Telling the Story: Lessons from Middleton Grange School, 1964 - 2015

Conference 2015

Wellington, 16 June

The Association of Integrated SchoolsNew Zealand

Dr Michael ReidMiddleton Grange School

This unique legislation shapes our stories

Basic ThesisIntegrated schools are a political compromise; they sit uncomfortably between competing state and private ideologies of schooling

Integrated schools are not generally well-understood or appreciated by education academics, the media, the teacher unions, other sector professionals, and the general public

Telling the story is not solely about documenting the ‘acts and facts’ of your school’s history, but about communicating a belief in the value of integrated schooling. This is essential as we move into an uncertain and volatile political future

Each school’s journey matters not only to the stakeholders of the community but to the future of all integrated schools

The PerceptionA former PPTA President Graeme Macann wrote in 1999 that it was ‘Time for a ‘devious’ Act to go.’* In a very critical article he asked, ‘Do New Zealanders feel comfortable with the Ministry of Education routinely approving integration for what are, in effect, religious cult schools with rolls of fewer than 40? ...’ He went on to cite the overt nature of one school’s special character statement in an attempt to raise the hackles of secularists who, in his opinion, should be outraged. This follows an all-too-common trend in the media to label and dismiss faith-based enterprises as ‘wacky.’ While it is true that many integrated schools cater for small numbers, few commentators see them as actually saving the state money by owning their own premises, or as an expression of the deeply-held democratic value of parental choice.What the future holds regarding the on-going relationship with the state no one can predict. De-integration, whether initiated by the school itself or by external forces, would be an extreme step. As always, however, the important task for members of the Middleton Grange community is to attend to the core business of teaching and learning, and pray earnestly about such weighty matters which are ultimately beyond our control. (We Rest On Thee, p. 87 )

*‘Time for a ‘devious’ Act to go’. New Zealand Education Review, 20 August 1999, p. 8. (Macann was PPTA president 1999-2000)

The RealityIn July 2013, there were 331 State-integrated schools in New Zealand, of which 238 (72%) identify as Roman Catholic. They educate approximately 87,500 students (11.5%) of New Zealand's school-age population, making them the second-most common type of school in New Zealand behind non-integrated State schools.Integrated schools allow for ‘choice’ and ‘diversity’. State-assisted Catholic, Protestant, Jewish, Muslim, and other pedagogically distinct schools (e.g. Steiner and Montessori) reflect the mantra of diversity and are well supported and valued by stakeholders.

Groups opposed to integrated

schools include:• The teacher unions (NZEI

& PPTA)

• Left-wing parties

• The Media

• NZ Association of Rationalists & Humanists

• Secular Education Network

• The Liberal Church

• QPEC/’Save Our Schools’

The PPTA initially supported integration as an equitable solution to the vexed and decades-old State aid issue. In practice, however, there was a growing concern that a lack of zoning restrictions threatened the viability of nearby State schools, and a perception that Integrated schools were materially becoming better off than local State schools. The special character was also seen as a lever to create advantages not offered to State schools. More recently, these essentially practical concerns have been compounded by political perceptions of creating elitist State-funded schools which siphon funds away from State schools. Another concern is a sheer hostility some members have towards anything that suggests State funding of religious schools. This has been inflamed by the Secular Education Network.

In 1975 integrated schools were introduced without public discussion in order to prop up the failing Roman Catholic school system. The NZARH thinks that it is wrong that taxpayer money is being used to fund the segregation and religious indoctrination of children.Having integrated schools has created a two-tier public education system. Integrated schools have an unfair advantage over public schools. Not only can they select their students, they can charge for better facilities, and "request" large donations thereby improving their teacher-student ratios. It is not surprising that they are seen as providing higher quality education. As it is extremely hard to set up an integrated school with a special character justification that is not religious, the quality of the education available is restricted by the religious beliefs of the family.The NZARH strongly believes that public education should be free, secular and available equally to all children.http://www.reason.org.nz/index.php/positions/secular-state NZARH website (NZARH)

Political parties are showing their support for a review into religious instruction in state schools.Labour, New Zealand First and the Green Party are indicating they would support change in the way religion is currently taught in schools."Religious instruction should not happen during regular school hours. No child should feel excluded or marginalised based on their or their families' values or beliefs," Labour's education spokesman Chris Hipkins said.Education Minister Hekia Parata says it's up to Boards of Trustees to determine whether to include some, all, or no classes in religious education."It is for parents to decide to send their child to a school that either offers religious instruction or doesn't, and whether or not their child attends those classes," says Ms Parata.However, the Secular Education Network (SEN) says parents should not be left to the "whim" of school boards.It's lodged a complaint with the Human Rights Commission calling for the end of religious instruction during regular school hours.http://tvnz.co.nz/politics-news/parties-show-support-religious-instruction-review-6060380 19 August 2014

An Anglican leader is urging state schools to ditch the Bible in Schools programme as he believes it is trying to create a loophole around the New Zealand Bill of Rights.St Matthew in the City Reverend Clay Nelson has joined the atheist run-Secular Education Network in a bid to get the religious education programme out of the country's primary and secondary schools.Nelson said the programme is an imposition on the human rights of children as it restricts the freedom of other religions which is protected under the Bill of Rights."The biggest reason is the issue of human rights," Nelson told TV ONE's Breakfast.http://tvnz.co.nz/national-news/anglican-leader-calls-end-bible-study-in-schools-4973030

7 July 2012

Contemporary media-fuelled perceptions reflect a bias against integrated schools. It is not commonly understood that many older integrated schools were formerly private and have a track record of competent governance and innovation. The popular perception needs more balance and reality. These schools:a) save the state moneyb) reflect and respect democratic choice, and c) foster local autonomy and initiative(i.e. integrated schools deliver fiscal, political, and community benefits)

A Brief Timeline

1964Primary School (Primers to Standard 4)1968Intermediate Department1970Secondary Department1975 & 1986Integration rejected1994-95Integration negotiations1996State Integrated SchoolInternational College2003‘Four-Schools-in One’2014Jubilee celebrations

1964

2014

With some exceptions, integrated schools have been successful in terms of governance and management, as

well as pedagogically. They face additional scrutiny and pressures; e.g. upholding the special character in the

face of new sex education recommendations

Sexuality guidelines for schools• Consider offering gender-neutral uniforms• Schools may also consider reviewing options around toilet facilities• All school extra-curricular activities should be inclusive of all students and encourage diverse participation• It is recommended that all students engage in sexuality education in Years 11-13• Use of Pacific language terms in sexuality lessons is important• Include Maori world view• Decisions on contraceptive education should be considered during the consultation process

http://m.nzherald.co.nz/nz/news/article.cfm?c_id=1&objectid=11456350NZ Herald 29 May 2015

Telling Your Story

• Avoid a simplistic celebratory tone (‘onwards and upwards’)

• Include ‘organic’ stories and anecdotes of everyday school life, not only the official, ‘top down’ decisions

• Honesty with discretion – not ‘warts and all’• Consider what is emphasised, what is left out and

why• Present special character issues sensitivity• Write with an identified audience in mind

• Crisis of 1989: staff took less than award rates of pay to keep the school viable (when ‘Grant C’ funds were cut) – pre-integration era but generated suspicion of the school (e.g. media & PPTA)

• Academic prizes• Conservative ethos and social & legal change: tensions have

increased over time – easy target of ‘Fundamentalism’ rhetoric• What does ‘inter-denominational’ mean in a postmodern age? • How is the school’s relationship to the churches changed over five

decades?• Fundraising – raffles, donations, sponsorship, etc.• Sunday sport in an inter-denominational school• Support staff, sports coaches (etc.) and the special character• Health & PE, Guidance Counsellor, etc.• Annual enrolment scheme• Networking across Christian schools – size, age and critical mass of

MGS, proposed shifting of Primary School to another campus (2006)

Contentious Issues

The Challenge

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