Identifying and Providing for Gifted and Talented Mäori Students

Abstract

This article provides information and strategies to help teachers identify and provide for gifted Mäori students in a culturally appropriate and effective way. Gifted education is viewed through five cultural lenses. In respect to Mäori the following questions are posed and answered: In what areas is giftedness recognized? How is each area of giftedness perceived and demonstrated? What priority is given to each area of giftedness? What are culturally appropriate and effective ways of identifying gifted students? How can gifted students be provided for in a culturally appropriate way? A checklist of indicators of giftedness in Mäori cultural abilities and qualities is included as are practical suggestions for incorporating Mäori-relevant content in various curriculum areas.

An Investigation into the Identification of Māori Gifted and Talented Students in Mainstream Schools

“…The numbers of Māori students being identified indicates that the methods being employed may not be working for Māori students, although further enquiry needs to be undertaken to determine if the schools had more Māori students who had been identified as gifted and talented prior to the last 12 months. Bevan-Brown (2009) warns that when employing methods of identification such as teacher observation it is important that teachers are aware of their own cultural perspectives, for example, humour is influenced by cultural beliefs and understandings. So although teachers may believe approaches that work for Pākehā children will work when attempting to identify Māori children as gifted and talented, the cultural perspective they are operating from may be hindering the identification process.…”

“…The Ministry of Education (2012a) warns, however, that it is important that genuinely trusting reciprocal relationships exist between the home and school in order for whānau to feel comfortable in sharing their children's strengths. Bevan-Brown (2009) also notes that it is valuable to include kaumātua and kōhanga reo kaiako in the identification process.…”

“…However, the Ministry of Education (2012a) points out that it is important students are given guidance to consider key areas, behaviours and values that are relevant to different cultural and ethnic groups and focus on specific traits related to giftedness rather than simply nominate their friends. Bevan-Brown (2009) adds that it is unlikely that peer nomination will be effective in an environment that is not culturally responsive. Peer nomination is effective when students have a trusting relationship with their teachers and feel that their culture is valued (Bevan-Brown, 2009).…”

“…That leaves 55% of schools whose definition and identification processes are only somewhat or not at all inclusive and culturally appropriate. Bevan-Brown (2009) explains that this is not because teachers are opposed to the principles of the Treaty of Waitangi or those set out by the Ministry of Education, but rather that they lack the knowledge and expertise to know how to identify and appropriately cater for Māori students who are gifted and talented.…”

Conceptions of Giftedness in a Global, Modern World: Where are We at in Aotearoa New Zealand, 2012?

“…Bevan-Brown (2004) maintains that a Maori concept includes a recognition of giftedness in a group context, a belief that one's talents should be used to benefit a community, that exceptional personal and moral qualities as well as outstanding skills are valued as areas of giftedness and that a strong knowledge of Maori culture and identity can be seen as an indicator of giftedness. Several New Zealand writers have written in more depth about giftedness and talent from a Maori context (Bevan-Brown, 2009;Macfarlane, 2010;Webber, 2011) but such a concept undoubtedly links to socio-cultural and domain specific views. There is recognition that talents and skills that are valued from a Maori perspective may come from different domains than those valued by Pakeha communities, supporting a multicategorical approach to definitions.…”