Māori Perspectives of Giftedness and Talent in Aotearoa -

• To share insights into Māori perspectives of giftedness

• To draw upon literature

• To share personal stories

• To advocate for broader perspectives of giftedness.

Influences - acknowledgements

• Roger Moltzen, Tracy Riley, Ann Easter, Janet Bourne, Ann Sturgess, (Advisors) Jill Bevan- Brown, Laura Hawksworth, Sarah Jane Tiakiwai.

• Aspirations of/for Māori medium education

• Notions of service,

• Notions of exceptionality

• Notions of a group being gifted (synergy).

Stock take

• What is gifted – in an elevator what would you say?

• Who are gifted?

• If you were to draw a gifted person what would they look like?

• Who would a gifted people vote for?

• What makes a person Māori?

• What do you think when I say:

• Gifted and Māori,

• Māori and gifted

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The Ministry of Education acknowledges that identity, language, and culture are critical ingredients for the educational success of Māori students

A key message

Gifted and talented students are those that “have certain learning characteristics that give them the potential to achieve outstanding performance”

(Ministry of Education, 2002, p2)

“can manifest themselves in a wide range of special abilities including strengths, interests and qualities in their general intellect, academics, culture, creativity, leadership, physical qualities, and visual and performing arts”

(Ministry of Education, 2004a, p9)

MOE Definition

From a Māori world-view

“... giftedness in a Māori child would ideally be seen in his/her capacity to lead people in all things they value most: aroha, manaaki, whaikorero and mana”

Doidge, 1990

Definition

New Zealand Māori

“…relative to roll numbers, Māori children are identified as gifted and talented at about half the rate for New Zealand Europeans and Asians.”

Why? Has this changed in the last 10 years.

Keen (2001)

• A rich tapestry of attitudes, values and beliefs

(Bevan-Brown, 1996)

• To ignore the spiritual is to expect Māori to divide and fragment their lives (Fraser 2004)

• ‘Equal as fitting’ not ‘same for all’ (Reid, 2006)

• Focus on individual needs, strengths and preferences

Macfarlane (2004)

Holistic

• More people oriented (whānau, home-school-community relationships and reciprocal learning relationships)

• Giftedness can be individual or collective

Bevan-Brown (1996)

Broader perspectives

• Many contemporary definitions and theories consider that different cultures view intelligence and giftedness in different ways; what is valued as gifted in one culture may not be valued as gifted in another culture (Renzulli, 2002).

• In this way, giftedness is a social construct influenced by a cultural group’s epistemology, values, needs, customs, concepts, attitudes, beliefs and practices (Bevan-Brown, 2002)

Broader perspectives

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Collaboration and Co-constructionConcepts of Giftedness: Mobilising

whānau voice and agency• Building Relationships

• http://www.tetoitupu.org/community-engagement-critical-factor-success

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Māori Potential Approach

● Fits with the goals of GaTE

Using lens of exceptional potential and strengths

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Providing...

Gifted and talented learners are recognised, valued, and empowered to develop their exceptional abilities and qualities through equitable access to differentiated and culturally responsive provision

(Ministry of Education, 2012)

Acknowledgement…Pita Mahaki (Tohu Matauranga Maori, Dip Tchg, Post Grad

Diploma in Ed). Claire Mahaki (Bachelor Matauranga Maori Te Wananga o

Raukawa, Dip Tchg, Post Grad Diploma in Ed). Pita’s tribe is Tuhoe and his hapu is Ngati Rongo. Both Pita and Claire have been in Maori education over the last

15 years, working in immersion and bilingual classes in mainstream schools. Their experience covers both primary and secondary school and over a long period of time they have developed the concepts in this paper which form the basis of their teaching philosophy and pedagogy. They are both completing their Masters Degrees with a focus on Maori and gifted and developing a teaching model for Maori achievement.

The traditional Maori concept of special abilities is

• broad and wide-ranging, not bound by social class, economic status, lineage or gender.

• holistic in nature and inextricably intertwined with other Maori concepts where importance is placed upon both qualities and abilities that will be used in the service of others.

Maori beliefs about talent are intertwined within a cultural context.

Valued qualities include…• Manaakitanga

• Whanaungatanga

• Wairuatanga

• Kaitiakitanga

• Rangatiratanga

• Matauranga

• Te Mahi Rehia and

• Tikanga

The Maori perspective of giftedness is grounded in kaupapa Maori and is viewed as being owned by an entire group for the benefit of all“ (McKenzie, 2001).

Identification of Maori Giftedness

Students may be gifted who demonstrate a high level of potential or performance, compared to peers of similar age, background and experience in any one or more areas as listed below.

These attributes may be recognized in either immersion classes or mainstream classes.

No one student will exhibit all the qualities and within each quality, some students will be strong in some aspects, but yet to develop in others.

Manaakitanga:(generosity - honouring, caring and giving mana to people thus

maintaining your own)

Ma tau rourou, ma taku rourou, ka ora ai te iwi

With your contribution and my contribution, the

people will thrive.

A student gifted in Manaakitanga will:

• exhibit the capacity and natural inclination to respond, nurture, and care for others;

• have integrity and mana;

• have a sense of occasion; be welcoming; demonstrate hospitality;

• show generosity of spirit; be giving and understand the importance of, and demonstrate reciprocity;

• be strong in tautoko qualities (support; value that one person’s success is the success of the group).

Whanaungatanga (family values - relationships)

Ma te tuakana ka to tika te teina;

Ma te teina ka to tika te tuakana

By the elder’s actions the younger will find the right path.

The reverse is also true.

The younger keeps the older on the straight path, because of the responsibility the older

one bears.

A student gifted in Whanaungatanga will:

• form, strengthen & maintain bonds with peers;

• value and promote loyalty and inclusiveness;

• be a role model, team player, and connect well with others;

• demonstrate an awareness of relationships and positions;

• be aware of their responsibility, especially in relationship to others;

• be strong in tautoko (support: value that one person’s success is the success of the group).

Wairuatanga

(balance – harmony, spirituality, being grounded, calm)

Nga wai e rua; he ira tangata,

he ira Atua

The dual balance which flows within the physical and

spiritual being

A student gifted in Wairuatanga:

• has ability to ‘read’ the wairua of an environment or event and to respond appropriately; • has the ability to nourish and restore their wairua;• is a sensitive and reflectivethinker;• has a heart of humility which is open and giving;• may appear ‘absent-minded’ or introspective but can be incredibly insightful on occasion (not always on prescribed occasions).

Kaitiakitanga(care taker / guardianship of knowledge, environment

and resources)

Toi te kupu, toi te mana, toi te whenua

Guard the permanence of language, mana, and land.

A student gifted in Kaitiakitanga:• has a very strong awareness of global issues and

responsibility;

• recognizes that human welfare and care for the environment are inextricably linked;

• is internally driven with a passion;

• is perceptive – aware of the need to nurture and maintain knowledge, environment & resources for the short term or long term future;

• demonstrates the need comes before self;

• may be a gifted storyteller: have an excellent memory, knowledge of and pride in linking whakapapa, iwi, geography.

Rangatiratanga

(ranga – to weave, tira – a company – leadership that inspires unity)

Tamaiti akona i te kainga, tau ai i te marae

A child educated to be strong in their own identity stands as a chief on the land.

A student gifted in Rangatiratanga will:

• have mana amongst their peers;

• be visionary and strategic thinkers: their opinions are sought, valued and considered;

• stand up for beliefs and values sometimes against adversity;

• inspire and motivate others to work for the common good;

• show initiative and motivation; see beyond the obvious to recognize what needs to be done;

• often have the mandate from the group as the spokesperson;

• reflect and present controversial ideas with respect.

Matauranga (knowledge – intellect, thinking

skills, wisdom, education, learned, studious)

Whaia te pae tawhiti kia tata;

Ko te pae tata, whakamaua kia tina

Pursue your goals to the furthest horizon;

Use new skills as tools to achieve further goals

A student gifted in Matauranga:

• has intrinsic motivation and persistence to seek and acquire knowledge;

• has advanced thinking skills; thinks critically and creatively;• has effective use of knowledge and intellect;• learns quickly and can transfer knowledge into new contexts;• can problem find, problem solve and analyse;• is intuitive and visionary;• is an acknowledged and sought after for their expertise;• shares knowledge wisely and with discretion;• has ability in Language skills, e.g. Oral Story telling- excellent

memory, knowledge of and pride in whakapapa, iwi, geography, and can make links.

Te Mahi Rehia (Recreational Pursuits - physical and artistic performance)

E kore te kakano e ngaro, i ruia mai i Rangiatea.

A seed born of greatness will never be lost.

A student gifted in Te Mahi Rehia…

…demonstrates ihi, wehi, and wana (linking appropriate knowledge of whakapapa and iwi to the occasion) and has ability in one or more of the following:

• Visual Arts: (includes Raranga (weaving) Tukutuku, Whakairo (carving) Kowhaiwhai (motifs & symbols);

• Music: (includes Taonga Puoro); performance and composition;

• Performing Arts: Waiata, Haka, Karakia, Mau Rakau (traditional weaponry), Toi Whakaari (drama). Whai Korero (oratory skills), Karanga, Poi;

• Sports

Tikanga(approved etiquette – correct behaviour, truthful, proper, respectful

).

Hoki ki to maunga kia purea koe e nga hau o

Tawhirimatea

Turn to your homeland and access the knowledge of

your ancestors

A student gifted in Tikanga:

• can demonstrate initiative and appropriate behaviour before, during and after events;

• has knowledge of protocols customs and rituals that demonstrate and reinforce values and beliefs;

• maintains, directs, and guides others in appropriate tikanga;

• can transfer and appropriately adapt tikanga to a variety of situations and environments.

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Māori conceptions of giftedness and talent

● Remember giftedness is a social/cultural construct framed within time and place

● Eight qualities/domains generally valued in te ao Māori

“Once identified, it is important

that teachers acknowledge and develop these qualities

as a pathway to helping our Maori students develop their own identity

and emerge into a global context from the heart of their culture”

– Pita & Claire Mahaki.

(This completes the section on Pita and Claire’s paper.)

Sharing a vision…Create a vision – have a clear definition

set clear goals

inspire others to join you.

Hold the vision in one hand and reach out to others

Invite them to revise and extend the vision.

It is a paradox of change that leaders must believe in their ideas but be open to the reality that others must reshape those ideas for change to really happen.

Few worthwhile journeys progress in a straight line.

(Tomlinson).

How best can we help our Maori students take flight?

• Webber, M. J. (2011). Gifted and proud: On being academically exceptional and Maori.. In P. Whitinui (Ed.), Ka tangi te titi - Permission to speak: Successful schooling for Maori students in the 21st century. (pp. 227-241). Wellington: New Zealand Council for Educational Research.

• http://gifted.tki.org.nz/For-schools-and-teachers/Cultural-considerations/Maori-students

More recently -

Contesting stereotypes, affirming self, reconceptualising possibilities

In other words, gifted Māori students who have a strong academic identity are more likely to be negatively impacted by stereotypes that tell them that ‘Māori are not academic’. They are most at risk of seeking to escape the aversive situation through either disidentification or disengagement (Osborne, 2004).

Steele suggests that stigmatised students’ “susceptibility to this threat derives not from internal doubts about their ability (e.g., their internalization of the stereotype) but from their identification with the domain and the resulting concern they have about being stereotyped in it” (Steele, 1997, p. 614).

He aha te raru -

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High-achieving Māori students

•have a positive sense of Māori identity

•are diligent and have an internal locus of control

•learn how to nurture strong relationships

•are curious and innovative

•look after their well-being

•are scholarly and aspirational

•possess humility

•understand core Māori values

‘The Success Characteristics of High Achieving Māori Students.’ Macfarlane, A., Webber, M., Cookson-Cox, C. & McRae, H. (2014). Ka Awatea: An iwi case study of Māori students’ success. [Manuscript]. Auckland, NZ: University of Auckland

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Building resilience

• A positive sense of Māori identity, experienced as cultural competence, cultural efficacy, and racial ethnic group-pride, can help to buffer or lessen the negative school experiences of Māori students

• Many high-achieving Māori students adopt multiple identities to represent themselves at school and in their communities

• Cultural knowledge and academic knowledge are both equally important for gifted Māori learners

(Webber, 2012)

Ignore the stereotypes and those who would perpetuate them – reach before and beyond

embrace the beauty of all that Maori culture, values and beliefs have to offer create the best you can dream

holistically

with passion respect

andaroha

Whakapapa: to know, to belong, to thrive

Therefore, the integration of whakapapa as curriculum could have

multiple benefits for gifted Māori children. Bevan-Brown’s (2004) findings reveal that “children who had a knowledge of and pride in their Māoritanga had heightened self esteem and confidence and thus were more likely to develop their potential” (p. 189).

In helping learners to better understand and appreciate the richness of their whakapapa, schools create conditions where Gifted Māori learners can learn how to be gifted and proud, academically exceptional and Māori.

Webber continued

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A Culturally Responsive Environment for Gifted Māori

• Bevan-Brown, J.M. (2009). Identifying and providing for gifted and talented Mäori students. APEX,15(4), 6-20. Retrieved online from http://www.giftedchildren.org.nz/apex/

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The BE-attitudes (Bevan-Brown, 2005)

1. BE aware that giftedness is culturally defined so BE

inclusive

2. BE liberal in methods and procedures when

identifying gifted and talented students

3. BE inclusive of a wide range of cultural knowledge,

skills, practices, values, beliefs and dispositions

4. BE proactive in measures to identify and provide

for gifted minority students as early as possible

Stories continued

• Alignment of the literature to our stories:

• Talent Development Initiative

Key learning's - Hawksworth, L,. Herewini, L. & Tiakiwai, S. (2012). He Tīrohanga Ihumanea.

Broader Perspectives• To nurture, identify and foster talent.• To have a broad and wide ranging view of giftedness and

talent.• To nurture concepts of Māori giftedness, which reflect

tikanga Māori.• To allow multi-dimensional approaches to teaching,

identifying children and working with our children (Tōku Mapihi Maurea 2004)( Hawksworth, Herewini, Tiakiwai, 2012, pg 9).

The role of the Principal.• The role of the principal was a key factor to the project’s

success (Hawksworth et al, pp11).

Key learning's continued

Service – Influenced by Bevan-Brown“We felt that learners could be better served by teachers, but also that

the learners could use their talent to serve others” (Hawksworth et al, 2012, p.9)

Whose knowledge counts“We have found kaupapa Māori a comfortable space from which to explore our

emerging voice as Māori within gifted education, and to consider how our voice might be heard within and outside of the gifted education space” ( Hawksworth et al, 2012, p.1)

We wanted to seek and delve more deeply into Māori perspectives or traditional perspectives not yet recorded in literature. We took time to meet with pakeke (elders) and to seek perspectives of giftedness from them. We are indeed grateful to Tuteira Pohatu and the late Katerina Te Heikoko Mataira for sharing their perspectives with us (Hawksworth et al, 2012, p.13)

Whose knowledge counts?

• Upon reflection we make comment that in the first instance our professional learning was largely influenced by more traditional and western learning. The intertwining of te ao Pakeha and te ao Māori – with the inclusion of Māori and Pakeha experts as advisors to the project was incredibly valuable and we worked hard to ensure we sought both world perspectives.

• Over time we have pursued opportunities to seek and delve more deeply into Māori perspectives or traditional perspectives not yet recorded in literature.

• culturally constructed understandings – understandings which are located within the diverse realities of Maori, across whanau, hapu and iwi.

Our policy

• “We acknowledge that tamariki within our kura bring a diverse range of gifts and talents to our school…It is our role to further extend these talents...our role to ignite passions and interests…nurture concepts of Maori giftedness, which reflect tikanga Maori” (Kura Policy, 2004).

Discussions/Implications/Our Message

• Community of learning

• Māori cultural understandings, sought support with whānau, pakeke, interested gifted communities

• Māori perspectives to becoming community perspectives

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Practical Activity

Recognising Māori Giftedness at our school

Where would we see this in our school?How could we nurture this in our school? What do we need to learn / find out about

this?

Considerations for the classroom

• 1. Define giftedness in your kura community. Do not be afraid to explore, test out and alter your definition.

• 2. Discuss as a staff, whānau and community your definition and how you can meet your gifted students’ needs.

• 3. Does gifted education at your setting reflect your marautanga ā kura (school based curriculum), graduate profile and/or iwi perspectives?

• 4. Share examples of best practice.

Ngā moemoea – visions for gifted education

• Kia pono ngā kaiako – he ihumanea kei tēnā, kei tēnā - a

kura/rohe/whānau/hapu/iwi.

• Kia whakapakari i ētahi kia ārahi – kawe i te kaupapa.

• Whakaarohia ngā tirohanga Māori o te ihumanea.

• Reflect tribal knowledge bases and their context specific learning settings.

• Validate knowledge held within te ao Māori to give confidence to kura and

how is applied within gifted and talented education.

• Responsibility for Professional Learning and Development to explore and

build on cultural understandings of giftedness from a te ao Māori position.

One of the core principles of gifted education in Aotearoa/New Zealand is

that, “Mäori perspectives and values must be

embodied in all aspects of definition, identification and provision for gifted

and talented learners.” (Ministry of Education, 2002, p. 3)

However, research indicates that this principle is not being put into practice

in many schools.(Bevan-Brown, 2009)