Abstract Curriculum-making is always political and contentious. Kaiako, ākonga, whānau, subject associations, researchers, and politicians all have their own beliefs and knowledge shaping which knowledge counts. The subject of English is undergoing a global battle for the ‘correct’ pedagogy and content, which is playing out in Aotearoa New Zealand. In this collaborative commentary, literacy researchers, teacher educators, and English writing group contributors of the Labour English Curriculum (Ministry of Education, 2023, September) have responded to the call for a special issue on subject English. Across four recorded Zoom discussions, the group critically considered the Labour English Curriculum ( Ministry of Education, 2023, September) (Years 0–13), the National-led English Curriculum Years 0–6 (Ministry of Education, 2024, October), and the National-led English Draft Curriculum Years 7–13 (Ministry of Education, 2025b). We explored strengths and limitations, opportunities gained and lost, and the tensions arising when particular forms of knowledge are included and excluded in policy-making. The group concluded, “we are shifting to a really low trust model… that tries to take away any autonomy or power… in terms of what we teach and how we teach, and that’s gravely concerning”.
Sandretto et al. (Mon,) studied this question.