Shona culture of Zimbabwe’s views of giftedness

Ndebele culture of Zimbabwe's views of giftedness

“…The study employed the same questionnaire previously designed for the study of Shona culture's views of giftedness by Ngara and Porath (2004) with minor modifications effected to suit Ndebele respondents. Items were based on contemporary issues on giftedness and Ndebele oral literature and folklore relevant to the research questions.…”

“…What talent domains are most acknowledged in Ndebele culture? The study is a replication of a previous study on Shona culture of Zimbabwe's views of giftedness (Ngara & Porath, 2004). These studies are intended to inform practice on planning and implementing culturally sensitive and inclusive gifted programs that promote Zimbabwe's developmental needs while celebrating the richness of cultural diversity.…”

“…Among the special abilities commonly acknowledged by the Maori are: 'spiritual, cognitive, affective, aesthetic, musical, psychomotor, social, artistic, intuitive, creativity, leadership, cultural abilities and service to others' (Bevan- Brown, 1996). Like the Maori, Shona culture of Zimbabwe holds the notion that gifted achievers commence from humble beginnings and fight their way up to greatness against odds and adversity (Ngara & Porath, 2004). This is a powerful inspirational force in an individual's quest in life to identify one's niche where everyone is believed to have some gift.…”

How children living in poor areas of Dar Es Salaam, Tanzania perceive their own multiple intelligences

“…These attitudes transfer into the classroom and thus the educational practices of teachers. In slums and low-income areas of sub-Saharan Africa children typically attend schools where rote learning is the order of the day (Dixon, Humble & Counihan, 2015;Hoadley, 2012;nomlomo & Vuzo, 2014;Tabulawa, 2013). Rote learning and teaching to the test make it easier for government schoolteachers who have, in the main, become demotivated and removed from their educationalist roles and responsibilities (Chireshe & Shumba, 2011;Kremer, Muralidharan, Chaudhury, Hammer & Halsey Rogers, 2006;Tooley, 2009).…”

“…African cultural practices, beliefs, attitudes, rituals, customs, values and communication styles all influence the definition, attributes and characteristics of the concept of intelligence (Mpofu, 2002(Mpofu, , 2004ngara & Porath, 2004). Concepts of intelligence can be based on what is socially meaningful, built on local, social and environmental conditions (Mpofu, ntinda & Oakland, 2012).…”