In the mi[d]st of policy enactment: Leading innovative learning environments (ILEs) in New Zealand schools

Fundamental innovation in education systems is problematic, disruptive and challenging. It requires those who are steeped in existing systems and ways of being to rethink and reimagine their professional understanding and practice. The intended outcome of a changed system is presumably more effective learning opportunities and better outcomes for students. However, the very nature of systemic change creates uncertainty in that there is not yet evidence that the ‘new system’ will necessarily be ‘better’ than the original. These and other challenges are reflected in a number of the articles in this special issue. To paraphrase the sentiments in some of the articles, the current model of schooling is no longer fit for purpose. It is predicated on neoliberal thinking, accepts the utility of a transmission model, and is arguably aimed at preparing young individuals for the marketplace. Despite the rapid changes occurring in this post-school marketplace, many western education systems are not keeping pace with, or necessarily acknowledging, the nature of these changes. Conceptualising school-based education differently requires new ways of understanding, the propensity to develop and encourage new discourse, and the courage to contest the status quo. Handy (2015) suggests that