Contemporary Polynesian Conceptions of Giftedness

Abstract

The writer describes the rich cultures of the Maoris and South Pacific islanders before the influence of European culture; he suggests, however, that despite the effects of colonialism, the richness of the Polynesian cultures has endured. However, Dr Reid argues that Western oriented psychometric tests are inadequate tools fort he identification of gifted Polynesian children; Western oriented teachers often undervalue the Polynesian cultures and Polynesian parents generally lack the confidence and experience to be articulate about their children's educational needs. He pleads for the development of an education system in which all cultures are recognized and appreciated. He also argues that educators embrace a broader conception of giftedness that acknowledges cultural differences. IntroductionThe problem of identifying and developing talent in culturally different students has been stated and restated in a variety of contexts and as variations on a theme by a number of educators (Passow

Identifying and Providing for Gifted and Talented Mäori Students

“…This is why many writers have reported that teacher nomination is an ineffective method of identifying gifted Mäori students (Bevan-Brown, 1993, 2000Cathcart, 1994;Cathcart & Pou, 1992;Doidge, 1990;Galu. 1998;Milne, 1993;Moltzen, 1998/99;Niwa, 199/99;Reid, 1989Reid, , 1992and Rymarczyk Hyde, 2001).…”

“…There is considerable criticism in the literature of the use of standardized achievement and intelligence tests to identify gifted and talented Mäori students (Bevan-Brown, 1993Cathcart, 1994;Galu. 1998;McAlpine, 2004;Milne, 1993;Niwa, 1998/99;Reid, 1989Reid, , 1992. This criticism centres mainly around issues of majority cultural bias of test norms and content.…”