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ERIC Number: EJ1380010
Record Type: Journal
Publication Date: 2023-Jun
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0028-8276
EISSN: EISSN-2199-4714
Tiritiria: Understanding Maori Children as Inherently and Inherited-ly Literate--Towards a Conceptual Position
Hetaraka, Maia; Meiklejohn-Whiu, Selena; Webber, Melinda; Jesson, Rebecca
New Zealand Journal of Educational Studies, v58 n1 p59-72 Jun 2023
Many theories support the idea that children's literacy learning develops as they learn to make meaning through interactions with others. These assertions are premised on the understanding that childhood literacy serves various social purposes and that these literacies are learned through participating in social contexts. In this position paper, we seek to reframe current, widely accepted understandings and definitions of literacy. We draw upon matauranga Maori (Maori knowledge/wisdom) concepts to illustrate Maori philosophical views about the nature of knowledge production. These concepts clearly delineate the link between knowledge, literacies, and power, a link often actively overlooked by western framing of literacy. We use a Maori whakatauki (proverbial saying) to re-conceptualise current understandings of literacy, positing varied literacies and literacy practices. Within this conceptual framework Maori children are re-positioned as maurea -- treasures of the highest order, born of and with mana, an integral part of generations of whakapapa (genealogy), and an essential element in an intricate web linking all things (human and non-human). This paper proposes that children are inherently and inherited-ly literate; they are born literate--inheritors of multiple and cumulative genealogies of multimodal communication and knowledge sharing.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A