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Tiritiria: Understanding Māori children as inherently and inherited-ly literate—Towards a conceptual position
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 participat...
Autores principales: | , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Springer Nature Singapore
2023
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10259197/ https://www.ncbi.nlm.nih.gov/pubmed/37313215 http://dx.doi.org/10.1007/s40841-023-00282-7 |
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author | Hetaraka, Maia Meiklejohn-Whiu, Selena Webber, Melinda Jesson, Rebecca |
author_facet | Hetaraka, Maia Meiklejohn-Whiu, Selena Webber, Melinda Jesson, Rebecca |
author_sort | Hetaraka, Maia |
collection | PubMed |
description | 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 mātauranga Māori (Māori knowledge/wisdom) concepts to illustrate Māori 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 Māori whakataukī (proverbial saying) to re-conceptualise current understandings of literacy, positing varied literacies and literacy practices. Within this conceptual framework Māori 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. |
format | Online Article Text |
id | pubmed-10259197 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2023 |
publisher | Springer Nature Singapore |
record_format | MEDLINE/PubMed |
spelling | pubmed-102591972023-06-13 Tiritiria: Understanding Māori children as inherently and inherited-ly literate—Towards a conceptual position Hetaraka, Maia Meiklejohn-Whiu, Selena Webber, Melinda Jesson, Rebecca N Z J Educ Stud Article 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 mātauranga Māori (Māori knowledge/wisdom) concepts to illustrate Māori 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 Māori whakataukī (proverbial saying) to re-conceptualise current understandings of literacy, positing varied literacies and literacy practices. Within this conceptual framework Māori 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. Springer Nature Singapore 2023-04-15 2023 /pmc/articles/PMC10259197/ /pubmed/37313215 http://dx.doi.org/10.1007/s40841-023-00282-7 Text en © The Author(s) 2023 https://creativecommons.org/licenses/by/4.0/Open AccessThis article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) . |
spellingShingle | Article Hetaraka, Maia Meiklejohn-Whiu, Selena Webber, Melinda Jesson, Rebecca Tiritiria: Understanding Māori children as inherently and inherited-ly literate—Towards a conceptual position |
title | Tiritiria: Understanding Māori children as inherently and inherited-ly literate—Towards a conceptual position |
title_full | Tiritiria: Understanding Māori children as inherently and inherited-ly literate—Towards a conceptual position |
title_fullStr | Tiritiria: Understanding Māori children as inherently and inherited-ly literate—Towards a conceptual position |
title_full_unstemmed | Tiritiria: Understanding Māori children as inherently and inherited-ly literate—Towards a conceptual position |
title_short | Tiritiria: Understanding Māori children as inherently and inherited-ly literate—Towards a conceptual position |
title_sort | tiritiria: understanding māori children as inherently and inherited-ly literate—towards a conceptual position |
topic | Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10259197/ https://www.ncbi.nlm.nih.gov/pubmed/37313215 http://dx.doi.org/10.1007/s40841-023-00282-7 |
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