Abstract

English language literacy has come to hold very little positive meaning and experience for Māori. This has resulted in a general, intergenerational resistance to literacy engagement. The statistics are alarming. These recent phenomena are in stark contrast to the remarkably high levels of engagement at the introduction of written and print literacy. These forms of literacy were quickly adopted and highly valued by our tūpuna, who wrote and self-published widely. Research reveals that when Māori shape our literacy context and outcomes, there is high engagement. Conversely, when we do not, there are significant adverse impacts. Māori have distinctive English language literacy realities and aspirations. Whether these are acknowledged and how they are addressed, determines literacy participation and outcomes. It is apparent that what is required is a paradigm shift away from the current, entrenched, functional approach to literacy, to one based on social practice theory. Social practice theory promotes an understanding of multiliteracies: that is, multiple purposes for English language literacy in different contexts. Incorporating kaupapa- and tikanga-based philosophies and practices into Māori adult literacy strategy, policy, teaching and research will transform literacy into a meaningful, purposeful activity for Māori. In turn, this will motivate Māori to read and write, and strengthen our literacy engagement and skills.