Publications

Knowledge and education publications by KERU members.

Books

  • Lourie, M. and McPhail, G. (Eds.) Perspectives on the knowledge problem in New Zealand education: Towards equity. Springer.
  • Morgan, J. (2019). Culture and the political economy of schooling: what’s left for education? London: Routledge.
  • Barrett, B., Hoadley, U. & J. Morgan, (Eds.), (2018). Knowledge, curriculum and equity: Social realist perspectives. London: Routledge.
  • McPhail, G., V. Thorpe. V., & Wise, S. (2018). Educational change and the secondary school music curriculum in Aotearoa New Zealand. London & New York: Routledge, Taylor & Francis Group.
  • Barrett, B. & Rata, E. (2014). (Eds.), Knowledge and the future of the curriculum: International studies in social realism. Basingstoke, UK: Palgrave MacMillan.
  • Rata, E. (2012). The politics of knowledge in education. London & New York: Routledge.
  • Tim Surma, Claudio Vanhees, Michiel Wils, Jasper Nijlunsing, Daniel Willingham, John Hattie, Nuno Crato, Daniel Muijs, Elizabeth Rata, Dylan Wiliam, & Paul A. Kirschner. (2025). Developing Curriculum for Deep Thinking: The Knowledge Turn. Springer. https://link.springer.com/book/10.1007/978-3-031-74661-1.
  • Rata, E. (Ed.), (2024). Research Handbook in Curriculum and Education. Edward Elgar Publishing. (40 chapters)
    • Rata, E. and Tamati, T. S. (2022) Academic Achievement in Bilingual and Immersion Education: TransAcquistion Pedagogy and Curriculum Design. Routledge.
      • Rata, E. (2002). Democratic principles in teaching and learning: A Kantian approach. Monograph research series of the Auckland College of Education. ISSN 1175-8740

      Journal articles

      • Lourie, M. (2020) Recontextualising 21st century learning in New Zealand education policy: The reframing of knowledge, skills and competencies. New Zealand Journal of Educational Studies. https://doi.org/10.1007/s40841-020-00158-0.
      • McPhail, G & McNeill, J. (2021) Music education and the neoliberal turn in Aotearoa New Zealand, Action, Criticism, and Theory for Music Education.
      • McNeill, J., & McPhail, G. (2020). One Direction: Strategic challenges for twenty-first century secondary school music. Music Education Research. doi:10.1080/14613808.2020.1796952
      • McPhail, G. (2020). The search for deep learning: a curriculum coherence model. Journal of Curriculum Studies. doi:10.1080/00220272.2020.1748231
      • McPhail, G. (2020). Twenty-First Century Learning and the Case for More Knowledge About Knowledge. New Zealand Journal of Educational Studies. doi:10.1007/s40841-020-00172-2
      • McPhail, G. (2020). The search for deep learning: a curriculum coherence model. Journal of Curriculum Studies. doi:10.1080/00220272.2020.1748231
      • McPhail, G. (2020). Twenty-First Century Learning and the Case for More Knowledge About Knowledge. New Zealand Journal of Educational Studies. doi:10.1007/s40841-020-00172-2
      • Pountney, R., & McPhail, G. (2019). Crossing boundaries: Exploring the theory, practice and possibility of a 'Future 3' curriculum. British Educational Research Journal, 45(3), 483-501. doi:10.1002/berj.3508
      • McPhail, G., & Rata, E. (2019). The knowledge democracy connection and music education. Philosophy of Music Education Review, 27(2), 112-132. doi:10.2979/philmusieducrevi.27.2.02
      • Ormond, B. M. (2020). Historical Context in Secondary Education. Bloomsbury Education and Childhood Studies. DOI: 10.5040/9781350996526.0001
      • Rata, E. (2021). The Curriculum Design Coherence Model in the Knowledge-Rich School Project. Review of Education. DOI: 10.1002/rev3.3254
      • Rata, E. (2021) Context and Implications Document for The Curriculum Design Coherence Model in the Knowledge-Rich School Project. Review of Education. DOI: 10.1002/rev3.3253
      • McPhail, G., Ormond, B., & Siteine, A. (2023). Knowledge and the New Zealand Curriculum Refresh. Journal of Curriculum Studies. 55:5, 509–526. https://doi.org/10.1080/00220272.2023.2256010
      • Ormond, B. M. (2019). The impact of standards-based assessment on knowledge for history education in New Zealand. Assessment in Education: Principles, Policy and Practice, 26:2, 143-165.
      • Harris, R., & Ormond, B. (2019). Historical knowledge in a knowledge economy – what types of knowledge matter? Educational Review, 71:5, 564-580.
      • Ormond, B. M. (2012). Aligning curriculum and assessment - divergent approaches in the framing of knowledge. Curriculum Matters, 8, 9-32.

      Book chapters 

      • Ormond, B. (2025). Decolonisation and the curriculum: applying a social realist lens, pp. 68-86, in G. McPhail, R. Pountney and L. Wheelahan, Emerging perspectives from social realism on knowledge and education - curricula, pedagogy, identity, and equity. Routledge.
      • Lourie, M. (2021). Subject knowledge in education policy. In Lourie, M. and McPhail, G. (Eds.) Perspectives on the knowledge problem in New Zealand education: Towards equity. Springer.
      • Morgan, J. (2020). The prospects for knowledge socialism in one country. In: M. A.Peters, T. Besley, P. Jandrić, X. Zhu (eds.) Knowledge socialism: the rise of peer production: collegiality, collaboration and peer production. Springer.
      • Morgan, J. (2021) Why we still need a political theory of the curriculum. In: Lourie, M. and McPhail, G. (Eds.) Perspectives on the knowledge problem in New Zealand education: Towards equity. Springer.
      • McPhail, G. (2020a). Curriculum Integration in Flexible Learning Environments, Challenges for Teachers, and Teacher Education. In M. A. Peters (Ed.), Encyclopedia of Teacher Education (pp. 6) Springer. doi:10.1007/978-981-13-1179-6_369-1
      • McPhail, G. (2021). Approaches to teaching for achieving equitable outcomes. In Lourie, M. and McPhail, G. (Eds.) Perspectives on the knowledge problem in New Zealand education: Towards equity. Springer.
      • Ormond, B. (2021). Knowledge marginalisation in curriculum and practice: Walking the tightrope between curricula freedom and accountability. In M. Lourie & G. McPhail (Eds.) Perspectives on the knowledge problem in New Zealand education: Towards equity. Springer.
      • Rata, E. (2020). The History of an Intellectual Dispute at Auckland’s School of Education. In Bonal, X., Coxon, E., Novelli, M. Amd V.P. Toni. Roger Dale Festschrift. Springer.
      • Rata E., McPhail G. (2020) Teacher Professional Development, the Knowledge-Rich School Project and the Curriculum Design Coherence Model. In: Fox J., Alexander C., Aspland T. (eds) Teacher Education in Globalised Times. Springer.
      • Rata, E. (2021). Foreword. In Lourie, M. and McPhail, G. (Eds.) Perspectives on the knowledge problem in New Zealand education: Towards equity. Springer.
      • Rata, E. (2021). Powerful knowledge and a progressive subject curriculum. In Lourie, M. and McPhail, G. (Eds.) Perspectives on the knowledge problem in New Zealand education: Towards equity. (pp. 14-23). Springer.
      • Rata, E. (2021). Curriculum Coherence and the CDC Model: a History example. In Lourie, M. and McPhail, G. (Eds.) Perspectives on the knowledge problem in New Zealand education: Towards equity. (pp. 37-51). Springer.
      • Rata, E. M. (2020). Academic Knowledge and Democracy. Education in Democratic Societies, Vol. II, Edited by Prakash Iyer. Proceedings of the International Conferences in Philosophy of Education, 2013-2017. CinnamonTeal Design and Publishing and Azim Premji University, Bangalore, India.
      • Siteine, A. (2021). Knowledge and student identity. In M. Lourie & G. McPhail (Eds.) Perspectives on the knowledge problem in New Zealand education: Towards equity. Springer.
      • Tamati, T. (2021). The TAP/CDC combination for bi/multilingual students to acquire the academic language required for subject knowledge. In M. Lourie & G. McPhail (Eds.) Perspectives on the knowledge problem in New Zealand education: Towards equity. Springer.
      • Morgan, J. (2019). Culture and the political economy of schooling: what’s left for education? London: Routledge.
      • Tamati, S. T. (2019). TransAcquisition pedagogy with emergent bilinguals in indigenous and minority groups for cultural and linguistic sustainability. In C. Seals & V. Olsen-Reeder (Eds.), Embracing multilingualism across educational contexts. Wellington: Victoria University of Wellington.
      • Lourie, M. (2020). Recontextualising 21st century learning in New Zealand education policy: the reframing of knowledge, skills and competencies. New Zealand Journal of Educational Studies.
      • Rata, E. (2019). Knowledge-Rich Teaching: A Model of Curriculum Design Coherence, British Educational Research Journal. Vol. 45 Issue 4, p. 681-697.
      • McPhail, G., Rata, E., & Siteine, A. (2018). The Changing Nature of Music Education. In G. McPhail, V. Thorpe & S. Wise, Educational change and the secondary school music curriculum in Aotearoa New Zealand. (pp. 74-91). London & New York: Routledge, Taylor & Francis Group.
      • McPhail, G. (2018). The future just happened: lessons for twenty-first century learning from the secondary school music classroom. In G. McPhail, V. Thorpe, & S. Wise, S., Educational change and the secondary school music curriculum in Aotearoa New Zealand (27-41). London & New York: Routledge, Taylor & Francis Group.
      • McPhail, G. (2018). Music teachers talking: views on secondary school curriculum content. In G. McPhail, V. Thorpe, & S. Wise, S., Educational change and the secondary school music curriculum in Aotearoa New Zealand (131-147). London & New York: Routledge, Taylor & Francis Group.
      • McPhail, G. (2017). Rethinking what it means to be a teacher through a mixed modality approach. In J. Tetnabe & C. Mutch, Understanding enduring ideas in education: A response to those who 'just want to be a teacher' (pp. 82-94). Wellington: NZCER.
      • McPhail, G & Rata, E. (2017). A Theoretical Model of Curriculum Design: ‘Powerful Knowledge’ and ‘21st Century Learning’. In B. Barrett, U. Hoadley, and J. Morgan, (Eds.), Knowledge, Curriculum and Equity: Social Realist Perspectives (pp. 63-79). London: Routledge.
      • Ormond, B.M. (2017). Curriculum decisions - the challenges of teacher autonomy over knowledge selection for history. Journal of Curriculum Studies, 49:5, 599-619.
      • Siteine, A. (2017). Recognising ethnic identity in the classroom: A New Zealand study. International Studies in Sociology of Education, 26(4), 393-407.
      • McPhail, G. (2016). The fault lines of recontextualisation: the limits of constructivism in education. British Journal of Educational Research, 42(2), 294–313.
      • McPhail, G. (2014). Pathways to powerful knowledge: A case for Music’s voice. In E. Rata & B. Barrett (Eds.), Knowledge and the Future of the Curriculum: International Studies in Social Realism (pp. 123 -135). Houndmills: Palgrave Macmillan.
      • Ormond, B. M. (2018). Conceptions of knowledge in history teaching. In B. Barrett, U. Hoadley, J. Morgan (Eds.) Knowledge, curriculum and equity: Social realist perspectives (pp. 102-116). New York: Routledge.
      • Ormond, B., & Morgan, J. (2015). A history curriculum for New Zealand in the 21st century. In J. Morgan (Ed.) The 21st Century Curriculum? (pp. 152-161). Auckland: Edify Ltd.
      • Ormond, B. M. (2014). Powerful knowledge in History: Disciplinary strength or weakened episteme? In B. Barrett, E. Rata (Eds.) Knowledge and the future of the curriculum: International studies in social realism (pp. 153-166). Houndmills, Basingstoke, UK: Palgrave Macmillan.
      • Rata, E. (2018), ‘A Durkheimian Approach to Knowledge and Democracy’ David Guile, David Lambert and Michael Reiss (Eds.), In. sociology, Curriculum Studies and Professional Knowledge: New Perspectives on the work of Michael Young. (pp. 73-83). London & New York: Routledge. Chapter 5. ISBN: 978-1-138-67583-4 (hbk)
      • Rata, E. (2018) Connecting Knowledge to Democracy In Knowledge, curriculum and equity: Social realist perspectives. In Barrett, B., Hoadley, U. & J. Morgan, (Eds.), Routledge. (pp. 19-32); London: Routledge.
      • McPhail, G. & Rata, E. (2018). A theoretical model of curriculum design: ‘Powerful Knowledge’ and ‘21st Century Learning’. Knowledge, curriculum and equity: Social realist perspectives. Chapter 6. edited by Brian Barrett, Ursula Hoadley and John Morgan, Routledge publisher.
      • Rata, E. (2017) Ethnic Revival. In Fathali M. Moghaddam Ed. The SAGE Encyclopedia of Political Behavior, Thousand Oaks, CA: Sage Publications.
      • Siteine, A. (2017). Daring to know: The liberal tradition and education. In C. Mutch, & J. Tatebe (Eds.), Understanding enduring ideas in education: A response to those who 'just want to be a teacher' (pp. 67-81). Wellington, New Zealand: NZCER Press.
      • Tamati, S. T. (2011). The trans-acquisitional approach: A bridge to English in kura kaupapa Māori. Pacific-Asian Education, 23(1), 91–102.
      • Pountney, R., Rata, E. and Swift, D. (2025). Exploring curriculum coherence and professional knowledge. In  Wyse, D. Baumfield, V., Mockler, N. and R. M. Reardon (Eds.), The BERA-SAGE International Handbook of Research-Informed Education Policy and Practice. pp. 780-802. Sage.
      • Nuijinsing, J., Rata, E., Vanhees, C., Geudens, A., Surma, T., and D. Muijs, D. (in press). Re-imagining the Curriculum: A Case Study of the Knowledge Turn in New Zealand and Flanders. In Swift, D., and B. Barrett (Eds.), Knowledge Production and Exchange in Education: New Perspectives from Social Realism for Curriculum and Professional Practice . Routledge. (7th Cambridge Symposium Volume)
      • Rata, E. (2025). Logic in the Curriculum Design Coherence Model: How the Model creates coherence. In McPhail, G, Pountney, R, Wheelahan, L (2025). Emerging Perspectives from Social Realism on Knowledge and Education Curricula, Pedagogy, Identity, and Equity. Routledge. Chapter 8. (6th Cambridge Symposium)
      • Rata, E. (2024). (Ed.), Introduction. Research Handbook in Curriculum and Education. Edward Elgar Publishing, pp. 1-6.
      • Rata, E, (2024). The Curriculum Design Coherence Model. Research Handbook in Education and Curriculum. Edward Elgar Publishing. (pp. 261-279) Chapter 18.
      • Rata, E. Foreword. (2023, May). In Johnston, M. Save Our Schools A Manifesto for Improving New Zealand’s School System. New Zealand Initiative.
        • Rata, E. (2023). Foreword. In Sakhiyya, Z and Mulya, Teguh Wijaya (Eds.), Education in Indonesia: Critical Perspectives on Equity and Social Justice. Springer. https://link.springer.com/book/10.1007/978-981-99-1878-2
        • Ormond, B. M. (2022) Book Review - Knowing History in Schools – Powerful knowledge and the powers of knowledge (edited by Arthur Chapman). The Curriculum Journal, 33:1, 147-9.

        Book Reviews

        Rata, E. (2022) Review of Cuthbert and Standish (Eds.), What Schools Should Teach: Disciplines, subjects and the pursuit of truth. The Curriculum Journal, Volume 33, Issue 1, 145-146. 10.1002/curj.124

        Rata, E. (2010). Review of Karl Maton and Rob Moore (edited) 2010. Social Realism, Knowledge and the Sociology of Education, Coalitions of the Mind. Continuum. In International Studies in Sociology of Education, 171-178. 2010

        PhD theses

        • Collis, Bill (2019) A Social Realist Case Study of Knowledge and Pedagogy in the First Two Years of Electrical Engineering Education. (Unpublished doctoral thesis). University of Auckland.
        • Ormond, B. (2019). Knowledge in History Education: Teachers as Curriculum Makers. (Unpublished doctoral thesis). University of Auckland.
        • Siteine, A. (2018). Knowledge, Identity and curriculum: A Sociological Study of Ethnicity in New Zealand Education. (Unpublished doctoral thesis). University of Auckland.
        • Tamati, S. T. (2016). Transacquisition pedagogy for bilingual education: A study in kura kaupapa Māori. (Unpublished doctoral thesis). University of Auckland.
        • Tamati, S. T. (2011). The trans-acquisitional approach: A bridge to English in kura kaupapa Māori. Pacific-Asian Education, 23(1), 91–102.
        • Catherine Law (2025). Curriculum Design for the Teaching Profession: A Curriculum Design Coherence Model Intervention Study. (Unpublished Doctoral Thesis) University of Auckland.
          • Rochelle Lawrence (2023). Teacher decision-making in a contested curriculum: A study of New Zealand social studies. (Unpublished Doctoral Thesis) University of Auckland.
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            • Cris Lynch (2022). History of Science Education in New Zealand. (Unpublished Doctoral Thesis) University of Auckland.
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            • Xiaoming Tian (2021). The School Curriculum in China Today: A Study of Economic, Political, and Social Influences. . (Unpublished Doctoral Thesis) University of Auckland.
            •  
            • Deborah Lomax (2021). The Liberal Paradox for Muslims educated in New Zealand. . (Unpublished Doctoral Thesis) University of Auckland.
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            Media and Podcasts

            Graham McPhail

            • https://blogs.shu.ac.uk/kierg/2021/02/21/driving-learners-to-abstraction/
            • https://educationhq.com/news/ncea-review-why-starting-with-big-ideas-is-a-big-mistake-78983/
            • https://educationcentral.co.nz/opinion-dr-graham-mcphail-do-we-throw-out-the-music-with-the-man/
            • https://educationcentral.co.nz/opinion-graham-mcphail-approach-mles-with-caution/
              https://educationcentral.co.nz/the-role-place-and-space-of-knowledge-in-new-zealand-education/

            Elizabeth Rata

            • Rata, E. (2021). ‘What we are teaching our kids is ill-conceived’, Newsroom, 16 February https://www.newsroom.co.nz/ideasroom/what-were-teaching-our-kids-ill-conceived 
            • Rata, E, (2020) NZ history - what to teach? Newsroom, 7 July 2020 https://www.newsroom.co.nz/ideasroom/elizabeth-rata-nz-history-what-to-teach
            • Rata, E. (2019). NZ History Curriculum a Trojan Horse, Newsroom, 17 September https://www.newsroom.co.nz/@ideasroom/2019/09/17/811099/the-nz-history-curriculum-a-trojan-horse
            • Rata, E. (2019). Interview. Australian Teacher Magazine. 30 September 2019 EducationHQ New Zealand
              https://nz.educationhq.com/news/65303/compulsory-history-should-open-the-door-for-national-curriculum-academic/
            • Rata, E. (2019). Abandoning Reason. Newsroom 23 April https://www.newsroom.co.nz/2019/04/23/544502/abandoning-reason-endangers-our-survival
            • Rata, E. (2019). Knowledge Blind Spot. Newsroom. 18 February
              https://www.newsroom.co.nz/2019/02/18/449015/elizabeth-rata-nzs-knowledge-blind-spot
            • Rata, E. (2018). Closing Education’s Knowledge Gap. Newsroom, 15 August https://www.newsroom.co.nz/2018/08/05/179420/closing-nzs-knowledge-gap
            • Rata, E. (2018). The Basic Flaw in our Education System. Newsroom, 17 April https://www.newsroom.co.nz/2018/04/16/105007/elizabeth-rata
            • Rata, E. (2018). NCEA system gets learning the wrong way round. Newsroom. 5July https://www.nzherald.co.nz/opinion/news/article.cfm?c_id=466&objectid=12082872
            • Rata, E. Education Central, May 2018
              http://educationcentral.co.nz/keru-symposium-to-focus-on-the-what-and-the-how/
            • Rata, E. Newsroom, April 2018
              https://www.newsroom.co.nz/2018/04/16/105007/elizabeth-rata
            • Rata, E. (2017). ‘Handicapped by Knowledge Blindspot’ NZ Herald, 7 December, A34.
            • Rata, E. (2025). Historical interpretation would be a grave mistake. Otago Daily Times. 11 January https://www.odt.co.nz/opinion/historical-interpretation-would-be-grave-mistake
              • Interview. Michael Laws The Platform. 22nd April 2025 https://theplatform.kiwi/podcasts/episode/elizabeth-rata-on-auckland-universitys-apology-over-biological-sex
              • Interview. Leah Panapa The Platform, 29th January 2025 https://theplatform.kiwi/podcasts/episode/elizabeth-rata-on-the-treaty-of-waitangi-principles 
              • Interview with Peter Boghossian, December 2024 https://www.youtube.com/watch?v=AiTM43F67GM
              • Interview with Michael Laws The Platform 6th December 2024 https://theplatform.kiwi/podcasts/episode/elizabeth-rata-on-how-ideology-has-influenced-teaching-standards
              • Rata, E. (2023). Curriculum Design: How to design a Knowledge Rich School Curriculum using the Curriculum Design Coherence Model https://www.nzinitiative.org.nz/research/education/curriculum-design
              • Michael laws The Platform 1st September 2024 https://theplatform.kiwi/podcasts/episode/elizabeth-rata-on-the-indigenisation-of-universities

              ARCHIVES

              Rata, E. (2023) The Lilburne Rata Archive of New Zealand Education 1870s-1970s
              https://sites.google.com/view/lilburne-rata-archive-nz/home

               

              Related links