Navigating between Māori particularism and economic universalism in adult literacy provision in Aotearoa New Zealand: the case of a Wānanga

This paper examines tensions between adult literacy policy in Aotearoa New Zealand and the philosophies and mission of one post-school institution, a Wānanga, an institution focused on the education of Māori, Aotearoa New Zealand's indigenous people. It uses policy documents, interview data and complexity thinking to explore the tensions created by a Wānanga's task to navigate between Māori particularism and economic universalism.