This paper explores how two broad educational policy frameworks - the global educational reform movement (GERM) and the equity approach - have influenced and shaped recent education policy initiatives in New Zealand. The result is a tension within the New Zealand school system that simultaneously promotes and constrains teachers\u27 control and autonomy. Three policy initiatives: (1) the move to a devolved school system; (2) the introduction of a content-free curriculum; and (3) the implementation of National Standards at the primary level, act as mini case studies to examine how aspects of top-down control and standardization simultaneously intersect and compete with teacher autonomy. (DIPF/Orig.
