Research Commons
      • Browse 
        • Communities & Collections
        • Titles
        • Authors
        • By Issue Date
        • Subjects
        • Types
        • Series
      • Help 
        • About
        • Collection Policy
        • OA Mandate Guidelines
        • Guidelines FAQ
        • Contact Us
      • My Account 
        • Sign In
        • Register
      View Item 
      •   Research Commons
      • University of Waikato Research
      • Arts and Social Sciences
      • Māori & Psychology Research Unit
      • Māori & Psychology Research Unit Papers
      • View Item
      •   Research Commons
      • University of Waikato Research
      • Arts and Social Sciences
      • Māori & Psychology Research Unit
      • Māori & Psychology Research Unit Papers
      • View Item
      JavaScript is disabled for your browser. Some features of this site may not work without it.

      What (actually) matters in literacy education: Contributions from community psychology

      Furness, Jane Amanda; Robertson, Neville; Hunter, Judy; Hodgetts, Darrin; Nikora, Linda Waimarie
      Thumbnail
      Files
      Furness Robertson et al 2013 Kotuitui submitted 16 Dec 2013.pdf
      265.1Kb
      Link
       www.royalsociety.org.nz
      Find in your library  
      Citation
      Export citation
      Furness, J., Robertson, N., Hunter, J., Hodgetts, D. & Nikora, L.W. (2013). What (actually) matters in literacy education: Contributions from community psychology. Submitted to Kōtuitui: New Zealand Journal of Social Sciences Online.
      Permanent Research Commons link: https://hdl.handle.net/10289/8360
      Abstract
      This paper describes the critical role community psychology theories played in reframing literacy research involving mainly Māori and Pacific peoples’ extended families and communities. Within a critical social constructionist paradigm, ecological systems theory and holistic, integrative theories of wellbeing brought much-needed new thinking to how family-focused adult literacy education might be theorised and practiced. This reframing marks a challenge to and movement away from still-dominant Western individualistic, behavioural orientated, skills-based and formal economy-focused ways of thinking about people’s literacy abilities. It highlights the important role of community psychology in developing theory, informing policy and enhancing practices in culturally diverse education settings to achieve both educational and quality of life aims. Improving quality of life is not possible through literacy education in and of itself, but rather through the inculcation in programme design and delivery of those things which are fundamental and critical to the participants’ overall wellbeing and welfare.
      Date
      2013
      Type
      Journal Article
      Publisher
      Research Commons
      Rights
      This is the authors' submitted version.
      Collections
      • Māori & Psychology Research Unit Papers [257]
      Show full item record  

      Usage

      Downloads, last 12 months
      42
       
       

      Usage Statistics

      For this itemFor all of Research Commons

      The University of Waikato - Te Whare Wānanga o WaikatoFeedback and RequestsCopyright and Legal Statement