The contribution of family literacy programmes to the wellbeing of individuals, families and communities

Approaches to literacy education named as ‘family literacy programmes’ first emerged in Aotearoa New Zealand in the early 2000s amidst considerable enthusiasm. Such approaches involve adults, children, or both in literacy learning in the contexts of home and family life. They are part of a wider field, established internationally, of academic and practical endeavour encompassing studies of the literacy practices of family members, studies of parents’ support of children’s literacy development, and studies of programmes aimed at enhancing family members’ literacy abilities, and the evaluations of such programmes. It is a contentious field, with divergent views of what constitutes both literacy and family, leading to differing expectations of what programmes are for and what they might achieve. From a moral perspective, hopes for such approaches, which hold much intuitive and culturally-located appeal, must be set against the concerning disparities in wellbeing between different groups, evident and growing in New Zealand as elsewhere. The study set out to explore the effects of a range of family-focused approaches in New Zealand, and their characteristics that seemed important in achieving relevant and meaningful outcomes for participants and their families. An important aim of the study was to encourage the essential conversation concerning the ideological and research-informed basis on which policies and practices should be developed to best suit our contexts, and that have people’s overall wellbeing, as well as their literacy development, in mind. The study traced the experiences of nineteen mainly Māori, Pacific and Pākehā adult participants in four varying family-focused literacy programmes located in different kinds of communities, drawing on Kaupapa Māori methodologies in its approach. Conversational interviews with the adult participants, programme staff and others who knew the participants well, repeated over 18 months, as well as participant observations of programme sessions and programme documentation, formed an extensive data set for latent theoretical thematic analysis. I identified literacy and other changes in the participants’ lives; synergistic links between factors influencing the programme effects, ‘flow on’ of effects to wider aspects of the participants’ lives and to their families and communities, and links to the personal, relational and collective wellbeing of individuals, families and communities. The findings demonstrate that there are complex influences on programmes such that effects are highly individualised, but that there is nevertheless a tangible, discernable process in play as people journey from participation to wellbeing, in which literacy enhancement, familiarity with new literacies, and new uses of literacies, are involved. The study suggests a disjuncture between current literacy education policy and the hopes, aspirations and real lives of many people for whom the programmes are intended and who wish to contribute to their families and communities despite their complex and often fraught lives. It also demonstrates that a deep level of care and holistic concern is possible in a programme which also achieves literacy skill development. Recognition of people’s whole selves including their problems and their existing abilities in programme content and approach demonstrated the ‘respectful relevance’ that appears crucial to the involvement and the positive (useful and meaningful) outcomes that were observed. It demonstrated that a broad and inclusive evaluative lens offers the best hope for full appreciation of the contribution of programmes such as these, when the overall wellbeing of families, communities and society as a whole is placed at the centre of literacy work. The study offers new and urgently-needed ecological systems-based models within a wellbeing orientation to family literacy theory. These have implications for the future development of programmes in Aotearoa New Zealand and provide frameworks against which programmes internationally may consider their work afresh. The study calls for greater community relevance in family literacy based on local values and aspirations

Beyond ethics to morality: Choices and relationships in bicultural research settings

Knowledge of ourselves as cultural beings, of the values and beliefs of those with whom we work, and of the history of relations among those in our work settings are essential for community and applied social psychologists. In New Zealand, research by non-Maori involving Maori has often mirrored the harmful colonising practices of the nation’s wider history. In response, several frameworks have been developed setting out conditions and guidelines in which non-Maori might conduct research in Maori settings responsibly and usefully. Nevertheless, views differ on the ways, and extent to which, non-Maori might be involved. Most guidelines do not provide answers to ethical nuances that may arise. This article discusses the experiences of a non-Maori community psychologist engaging in research with Maori participants in a bicultural, but predominantly Maori, school-based community education setting. Insight is provided into how kaupapa Maori approaches were applied in research that was valuable to the community

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

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

Adult literacy in Aotearoa New Zealand: Policy, potential and pitfalls

Policy aimed at increasing adult literacy and numeracy skills has been a strong focus of the New Zealand Ministry of Education since the launch of More than Words: The New Zealand Adult Literacy Strategy in 2001. This policy and the foundation learning strand in consecutive Tertiary Education Strategies since 2002 have involved significant sector investment. This article examines the current state of adult literacy policy, its trajectory, potential, and pitfalls. Applying a sociomaterial perspective, we explore how the discourse of adult literacy is well embedded in dominant ideologies of individual responsibility and entrepreneurialism. We argue that interest in other perspectives that offer the hope of a more inclusive society must be supported through broad dissemination of alternative material text and artefacts

Wellbeing effects from family literacy education: An ecelogical study

This paper describes a study that used community psychology theories to investigate family-focused literacy education programmes, evaluations of which usually focus solely on skills gains and their economic advantage. Specifically, the study drew on an ecological systems-based, culturally adaptive framework for personal, relational and collective wellbeing bringing much-needed new thinking to how family-focused adult literacy education might be theorised and practiced. The study traced the experiences of 19 adult participants in four family-focused literacy programmes in different communities in New Zealand over 18 months. Participant accounts from 79 key informant interviews, 12 classroom observations and programme documentation were scrutinized using latent theoretical thematic analysis which drew on broad perspectives of literacy, ecological systems theory, network theory and integrative theories of wellbeing. The study found that the programmes shared common principles and practices that prioritised holistic wellbeing whilst valuing literacy enhancement. It showed that participants experienced positive literacy, social and wellbeing-related outcomes. Programme effects were found to be interconnected and to flow on to other parts of participants’ lives and to their families and communities. We demonstrate community psychology’s critical contribution to a fuller understanding of family-focused literacy education

A Mātauranga Māori Perspective of Literacy for Adult Learners

Globally, literacy can be conceived of in different ways. Two perspectives that have influenced adult literacy policy internationally are the economic functionalist and the sociocultural. In Aotearoa New Zealand, Māori educators have repeatedly advanced a mātauranga Māori perspective of literacy. This perspective has parallels with the embodied, practice-based multiliteracies and sociomateriality of the sociocultural perspective but less so with the dominant functionalist perspective. To address how Māori views have been side-lined in adult literacy policy development, we seek to clarify this view and foreground Māori-led policy recommendations that date back to the creation of the New Zealand Adult Literacy Strategy in 2001. We also highlight the relevance of this perspective by sharing the success and effectiveness of Māori-led adult literacy programmes. In doing so, we demonstrate the need for a biliteracy approach to adult literacy policy to reflect our bicultural nation and ensure Māori aspirations for literacy are met

Mortality and pulmonary complications in patients undergoing surgery with perioperative SARS-CoV-2 infection: an international cohort study

Background: The impact of severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) on postoperative recovery needs to be understood to inform clinical decision making during and after the COVID-19 pandemic. This study reports 30-day mortality and pulmonary complication rates in patients with perioperative SARS-CoV-2 infection. Methods: This international, multicentre, cohort study at 235 hospitals in 24 countries included all patients undergoing surgery who had SARS-CoV-2 infection confirmed within 7 days before or 30 days after surgery. The primary outcome measure was 30-day postoperative mortality and was assessed in all enrolled patients. The main secondary outcome measure was pulmonary complications, defined as pneumonia, acute respiratory distress syndrome, or unexpected postoperative ventilation. Findings: This analysis includes 1128 patients who had surgery between Jan 1 and March 31, 2020, of whom 835 (74·0%) had emergency surgery and 280 (24·8%) had elective surgery. SARS-CoV-2 infection was confirmed preoperatively in 294 (26·1%) patients. 30-day mortality was 23·8% (268 of 1128). Pulmonary complications occurred in 577 (51·2%) of 1128 patients; 30-day mortality in these patients was 38·0% (219 of 577), accounting for 81·7% (219 of 268) of all deaths. In adjusted analyses, 30-day mortality was associated with male sex (odds ratio 1·75 [95% CI 1·28–2·40], p\textless0·0001), age 70 years or older versus younger than 70 years (2·30 [1·65–3·22], p\textless0·0001), American Society of Anesthesiologists grades 3–5 versus grades 1–2 (2·35 [1·57–3·53], p\textless0·0001), malignant versus benign or obstetric diagnosis (1·55 [1·01–2·39], p=0·046), emergency versus elective surgery (1·67 [1·06–2·63], p=0·026), and major versus minor surgery (1·52 [1·01–2·31], p=0·047). Interpretation: Postoperative pulmonary complications occur in half of patients with perioperative SARS-CoV-2 infection and are associated with high mortality. Thresholds for surgery during the COVID-19 pandemic should be higher than during normal practice, particularly in men aged 70 years and older. Consideration should be given for postponing non-urgent procedures and promoting non-operative treatment to delay or avoid the need for surgery. Funding: National Institute for Health Research (NIHR), Association of Coloproctology of Great Britain and Ireland, Bowel and Cancer Research, Bowel Disease Research Foundation, Association of Upper Gastrointestinal Surgeons, British Association of Surgical Oncology, British Gynaecological Cancer Society, European Society of Coloproctology, NIHR Academy, Sarcoma UK, Vascular Society for Great Britain and Ireland, and Yorkshire Cancer Research

Community and family literacies in Aotearoa New Zealand: Critical analysis of current policies and practices

Video of Introduction in the Waikato Journal of Educatio