ABSTRACT
This chapter argues that a proactive commitment to biculturalism needs to be reflected within all educational policies and practice initiatives. It is also asserted that by adopting a proactive bicultural approach, a strong impetus for Māori learners to experience educational success as Māori in the critical domains will ensue, thereby predicating a platform for responsive multicultural education to naturally emerge. The chapter focuses on the contemporary literacy challenges facing Indigenous cultures that draw from oral language traditions. It emphasis to one that views language, identity and culture as intertwined by proposing a culturally responsive and holistic approach to literacy. Gay (2000) discusses a range of strategies that can be instantiated by teachers, namely: connecting the home and the school by drawing on the cultural knowledge and prior experiences of learners in order to inform curriculum content. It extends to utilizing particular and preferred learning styles, and embedding cultural values and practices within the culture of the learning context.
