A Mātauranga Māori Perspective of Literacy for Adult Learners

IF 1 Q3 EDUCATION & EDUCATIONAL RESEARCH NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES Pub Date : 2023-10-23 DOI:10.1007/s40841-023-00302-6

Jane Furness, Mohi Rua, Bridgette Masters-Awatere, Gemma Piercy-Cameron, Bill Cochrane, Sharyn Heaton

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Abstract

Abstract Globally, literacy can be conceived of in different ways. Two perspectives that have influenced adult literacy policy internationally are the economic functionalist and the sociocultural. In Aotearoa New Zealand, Māori educators have repeatedly advanced a mātauranga Māori perspective of literacy. This perspective has parallels with the embodied, practice-based multiliteracies and sociomateriality of the sociocultural perspective but less so with the dominant functionalist perspective. To address how Māori views have been side-lined in adult literacy policy development, we seek to clarify this view and foreground Māori-led policy recommendations that date back to the creation of the New Zealand Adult Literacy Strategy in 2001. We also highlight the relevance of this perspective by sharing the success and effectiveness of Māori-led adult literacy programmes. In doing so, we demonstrate the need for a biliteracy approach to adult literacy policy to reflect our bicultural nation and ensure Māori aspirations for literacy are met.

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Mātauranga Māori成人学习者读写能力的视角

在全球范围内，扫盲可以用不同的方式来理解。影响国际上成人扫盲政策的两种观点是经济功能主义和社会文化主义。在新西兰奥特罗阿，Māori教育工作者一再提出mātauranga Māori扫盲观。这一观点与社会文化观点中体现的、基于实践的多元文化和社会物质性有相似之处，但与占主导地位的功能主义观点不太相似。为了解决Māori的观点如何在成人扫盲政策制定中被边缘化的问题，我们试图澄清这一观点，并提出Māori-led政策建议，这些建议可以追溯到2001年新西兰成人扫盲战略的制定。我们还通过分享Māori-led成人扫盲方案的成功和成效来强调这一观点的相关性。在这样做的过程中，我们证明了对成人扫盲政策采取扫盲方法的必要性，以反映我们的双文化国家，并确保Māori扫盲愿望得到满足。

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来源期刊

NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.00

自引率

11.10%

发文量

期刊介绍： New Zealand Journal of Education Studies (NZJES) is the journal of the New Zealand Association for Research in Education. Since 1966, NZJES has published research of relevance to both the Aotearoa New Zealand and international education communities. NZJES publishes original research and scholarly writing that is insightful and thought provoking. NZJES seeks submissions of empirical (qualitative and quantitative) and non-empirical articles, including those that are methodologically or theoretically innovative, as well as scholarly essays and book reviews. The journal is multidisciplinary and interdisciplinary in approach, and committed to the principles and practice of biculturalism. In accordance with that commitment, NZJES welcomes submissions in either Maori or English, or the inclusion of the paper abstract in both English and Maori. NZJES also welcomes international submissions that shed light on matters of interest to its readership and that include reference to Aotearoa New Zealand authors and/or contexts. The journal also welcomes proposals for Special Themed Sections, which are groups of related papers curated by guest editors.NZJES is indexed in Scopus and ERIC. All articles have undergone rigorous double blind peer review by at least two expert reviewers, who are asked to adhere to the ‘Ethical Guidelines for Peer Reviewers’ published by the Committee on Publication Ethics (COPE).