This article examines the intercultural initiatives, programmes and strategy documents in New Zealand education to answer the following two questions: What intercultural policies and strategy documents are offered to New Zealand schools and teachers to accommodate their diverse communities? Which communities do they include and/or exclude? It explores and discusses paradigms, policies and curriculum developments that have been developed to address the growing levels of diversity in New Zealand’s schools and identifies some of the current significant gaps. This article argues that within the dominant Anglo-European framework, there are increasing intercultural initiatives supporting Māori and Pasifika communities within New Zealand schools but there are very limited policies and initiatives addressing the wider diverse communities. I argue that policies and initiatives should be all-encompassing, comprehensive and inclusive; that is, they must fairly encompass all members of the society and not be limited solely to specific groups. Moreover, the current policy statements are implemented in an ad hoc manner i.e. they are not supported through the systematic resource banks, leadership, teacher education and training and enabling strategies required to create societies that are more inclusive, with respectful intercultural relations. This article will be of interest to policy makers at a national level, those who work in schools and centres, and teacher educators who have a concern for the inclusion of ethnocultural minorities and intercultural education.

中文翻译：

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对新西兰独特的跨文化教育方法的批评


本文探讨了新西兰教育中的跨文化举措、计划和战略文件，以回答以下两个问题：向新西兰学校和教师提供哪些跨文化政策和战略文件来适应其多元化社区？它们包括和/或排除哪些社区？它探讨和讨论了为解决新西兰学校日益增长的多样性水平而制定的范式、政策和课程开发，并确定了当前的一些重大差距。本文认为，在占主导地位的英欧框架内，新西兰学校内有越来越多的支持毛利人和太平洋岛民社区的跨文化举措，但针对更广泛的多元化社区的政策和举措非常有限。我认为政策和举措应该是包罗万象、综合性和包容性的；也就是说，它们必须公平地涵盖社会的所有成员，而不仅仅限于特定群体。此外，当前的政策声明是以临时方式实施的，即它们没有得到创建更具包容性、具有相互尊重的跨文化关系的社会所需的系统资源库、领导力、教师教育和培训以及扶持战略的支持。本文将引起国家层面的政策制定者、学校和中心工作人员以及关心民族文化少数群体包容和跨文化教育的教师教育工作者的兴趣。