also a greater sense of déjàvu and fatigue as the Key Government moves through
its third term. But one bright point on the horizon is that the next (2018) round of
the PBRF will for thefirst time allow academics to credit activities that represent
‘outreach and engagement’. Such activities may include contributing to public
understanding, contributing to‘critic and conscience of society’debates, getting
research into the media and presenting research to professionals. Perhaps as the
academic performance measures change, academic critique of GERM will become
more forthright.
In the meantime, teachers and their organisations are better to take the lead
themselves, welcoming in those teacher educators who are interested in contesting
global education reform. Indeed the NZEI Te Rui Roa has already set up an online
resource‘Te Kete Aronui’which it describes as‘professional learning and devel-
opment for members by members’but which includes some academic presentations
and writing. In this kind of activity, a teacher organisation like NZEI willfind itself
competing for the attention of teachers alongside many others with a less-principled
interest in influence. The key advantage teacher organisations must retain is the
trust by members that their own representative organisations are committed to
social justice.
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410 M. Thrupp