What's new

Guided by First Nations voices, the author maps three stories of teaching and learning on Country. The stories are used to look at how students and teachers might reshape speaking, listening, reading and writing to connect with Country and community. The study uses postqualitative inquiry. It moves from literacy as acquisition to literacy as relationship with the places where we live and learn. It proposes storied reflective practice about being 'Country-literate' as professional development for non-Indigenous educators.

Why it matters in Aotearoa

Non-Māori educators in Aotearoa could use a similar reflective approach to think about their relationship with local places. It may also help them link literacy learning with time spent outdoors, alongside guidance from mana whenua.

Putting it into practice

As a staff professional learning activity, have teachers write and share short stories about learning in a local place. Discuss what it would mean to 'read' and listen to that place well.

How strong is the evidence

This is postqualitative inquiry by a single author, built around three stories of teaching and learning on Country. It is useful for reflection, though its findings cannot be generalised.

What to read

The three stories and the closing proposal for storied reflective practice as professional development.

Who it's for