'One size does not fit all’: how five tertiary education organisations embed literacy, language and numeracy: summary report

2. Wananga case study

He whakapahuhu kahukura

This case study investigates how one wānanga is preparing to provide embedded literacy, language and numeracy (LLN). It documents how the institution attempts to follow its own vision for literacy using its foundation principles of working with and for Māori while at the same time working with government. At the time of writing, embedding literacy is still a project, an aspiration, although strategic thinking and planning are for a whole-of-institution approach. The objectives of the Wānanga are captured in the following statement:

We want to ensure that our programme provision encompasses three things, cultural literacy, critical literacy and functional literacy and that they are interlocked and linked. They all support each other in the emancipation and conscientisation of our students so that we can improve the lot of others and they can experience higher levels of wellbeing and freedom.

This objective is to be achieved with a student-centred approach that is not based on deficit thinking. Embedded literacy is seen as both student focused and, within that, strengths based.

That is the approach I would like to see because literacy for Māori has a huge history for being uncomfortable, you know, can’t read, can’t write, get the smack, remedial class take you out or bring someone to sit next to you, all of those kind of little things that have huge memories and painful memories for some people. So I would love to be able to make sure the literacy is stealth, subtle, painless and people just know that in some way it’s happening but they aren’t sure just how it’s happening but it’s happening and they are feeling great because of it.

This case study provides a number of insights into the profiling, development and delivery of embedded literacy within the Wānanga. The following conclusions can be drawn.

• The vital contribution of literacy and numeracy for Māori success is recognised and has historically been highly profiled within the organisation.
• The model of literacy education profiled within the organisation focuses on a holistic literacy inclusive of cultural, critical and functional literacies.
• Philosophy, development and practice are shaped by ongoing conversations within the organisation, conversations that are informed by diverse views and assumptions.
• The organisation has achieved a consensus to embed cultural, critical and functional literacies in foundation-level vocational programmes.
• This view of literacy belongs to a situational, social practice discourse thought to be well matched to Māori needs and aspirations, but that can be in tension with a narrower technical and economic discourse.
• Strategic thinking about developing embedded holistic literacy is ongoing. This aims for a whole-of-organisation approach that is currently piloted in one part of the organisation.
• A strategic document has been prepared that contains both a strong philosophical position and a detailed implementation plan.
• The strategy is being implemented by a high-level steering committee whose members penetrate to all levels of the organisation and who oversee curriculum design and staff training.
• A bottom-up approach is evidenced in the pilot programme that is expected to inform and influence programmes across the organisation.
• A strong learner focus is evident among staff.
• Staff training is ongoing and plans for developing new approaches are being prepared.