1. AOTEAROA/NEW ZEALAND PERSPECTIVES 2016 Contact Course

2. This Session  What’s in a Name?  New Zealand Perspectives – Ministry of Education  Maori Perspectives  Pasifika Perspectives  Recent Initiatives in Gifted and Talented Education  Questions and Discussion

3. What’s in a Name? Gifted Talented Gifted and Talented Able Very Able Children with Special Abilities Highly Gifted Profoundly Gifted Supernormal Talented The terms used are not as important as what they mean …

4. New Zealand Perspectives  Gifted and talented students have exceptional abilities.  Gifted and talented students “have certain learning characteristics that give them the potential to achieve outstanding performance” (MoE, 2002, p. 2).  Gifted and talented students may possess one or more of a ‘wide range’ of special abilities, including strengths, interests, and qualities in their general intellect, academics, culture, creativity, leadership, physical abilities, and visual and performing arts (Ministry of Education, 2000, 2012).

5. New Zealand Perspectives  Giftedness and talent may be understood, recognised and developed in different ways by different communities and cultures (Ministry of Education, 2002).  The concept of giftedness and talent is sensitive to time, place and culture (McAlpine, 1996, MoE, 2000). “Schools need to develop multicategorical approaches to giftedness that are flexible enough to include the many characteristics that are typical of gifted and talented learners” (MoE, 2002, p. 2).

6. Maori Perspectives “…Maori are a diverse group. They differ in lifestyle, beliefs, values, socio-economic circumstances, religious and tribal affiliation, geographic location, degree of acculturation and knowledge and practice of their Maori culture.” (Bevan-Brown, 2005, p. 150)

7. Cultural Differences  What are some of the differences individuals from various cultures bring to our classrooms? Discuss and share your own experiences.  How do we determine these differences?  Share!

8. Maori Perspectives  Maori differ in the extent to which they identify and adhere to cultural beliefs, values and practices  Parents should be consulted about the nature and extent of cultural input into their child’s educational programme(s)  Consultation should be ongoing

9. Principles: A Ministry Perspective 1. Gifted and talented children are found in every group within society, including different ethnic, socioeconomic, gender and disability groups. 2. Individuals’ abilities and qualities are taonga and protected under Article Two of the Treaty of Waitangi. Therefore, Maori values and perspectives must be embodied in all aspects of definition, identification and provision for gifted and talented students. (Ministry of Education, 2001, p. 2)

10. Components of a Maori Perspective of Giftedness and Talent  not bound by social class, economic status, lineage, or gender  can be exhibitied in both individual and group contexts. An individual’s abilities can be “owned” by a group  broad and wide-ranging – abilities & qualities  holistic and intertwined to other Maori concepts  used to benefit others  grounded, nurtured, exhibited and developed within Maori culture  mana tangata is accorded to people with gifts, especially in the areas of traditional knowledge Bevan-Brown (2004)

11. Different Perspectives: Cultural Skills, Abilities & Knowledge  arts, crafts,& music  historic and cultural knowledge and traditions  whakapapa (geneology)  te reo (the Maori language)

12. Different Perspectives: Culturally Valued Qualities  awhinatanga & whakaritenga mahi (helping & serving others)  maia (courage, bravery)  manaakitanga (hospitality)  wairuatanga (spirituality)  whanaungatanga (famliness)  aroha-ki-te-tangata & tutohutanga (love, caring for, & sensitivity to others)  pukumahi & pukeke (industriousness & determination)

13. Different Perspectives: Leadership 1. Up-front leadership 2. Leadership by example 3. Behind-the-scenes leadership

14. Different Perspectives Are there other cultural differences in interpretation? Creativity? Humour? Advanced vocabulary? Critical reasoning?Extroversion/introversion? Highly sensitive? Spirituality? Social abilities?

15. Characteristics  Speaks te reo Maori fluently  Can deliver a karanga (ceremonial call of welcome), mihimihi (introductory speech) or whaikorero (formal speech) appropriate to the occasion  Broad knowledge of Maori, iwi (tribe) and hapu (sub-tribe) history  Broad knowledge of Maori mythology and can interpret myth messages in a contemporary context

16. Characteristics  Demonstrates advanced practical and creative ability in some form of Maori art or craft  Demonstrates advanced performing and creative ability in some form of Maori music  Develops advanced ability in Maori games, pasttimes and practices  Has a keen interest in and wide knowledge of whanau, hapu and iwi whakapapa (genealogy)

17. Characteristics  Has a deep appreciation of traditional Maori values, and embodies these in word and action  Has an in depth knowledge of traditional healing principles and practices  Possesses a strong sense of Maori identity and incorporates cultural content and allusion in many fields of endeavour  Possesses and is accorded a high degree of mana from peers  Has a well developed sense of altruism and selflessness in service to others (Bevan-Brown, 2009)

18. Pasifika Perspectives  “Pasifika people have multiple world views and diverse cultural identities. They are able to operate and negotiate successfully through spiritual, social, political, cultural and economic worlds” (Pacific Education Plan, 2011).  'Pasifika' is a term used by the Ministry of Education to refer to Pacific peoples in New Zealand: those who have migrated from Pacific nations and territories; and those who are new Zealand-born but identify as Pasifika via ancestry or descent.  The largest groups include Samoan, Cook Islands M ā ori, Tongan, Niuean, Fijian, Tokelauan and Tuvaluan (Statistics New Zealand, 2007).  Thus, Pasifika peoples are a multi-ethnic group with a mix of cultural diversities, including traditions, histories, languages, values, and so on.

19. Pasifika Perspectives Adaptability  Participates in host culture and performs when appropriate in response to any given situation  Strategically adapts to appropriate Samoan or NZ way of thinking, feeling and doing when needed  Displays the ability to be a leader or a team player in cultural contexts

20. Pasifika Perspectives Memory  Through observation and careful listening can meet cultural expectations to perform when needed  Can recite biblical passages  Can interpret bible stories with unique perspectives  Can cite formal customs, village/family links and events

21. Pasifika Perspectives Church Affiliation  Is an active member of a church community  Has leadership role within the church - e.g. group leader  Knowledge and experience is utilized within the church to benefit others  Behaviour reflects positively on parents  Serves church financially (where appropriate), and with time and energy

22. Pasifika Perspectives Commitment to Excellence  Successful strategies to balance the needs of church, school, family and friends  Despite commitments, still seeks opportunities for self-improvement  Seeks personal excellence to advance Pacific Peoples

23. Pasifika Perspectives Relationships  Puts others before self; serving others so they can succeed  Uses talents to promote positive relationships  Uses communication skills to enhance positive relationships

24. Pasifika Perspectives Resilience  Moves forward despite set-backs or challenges  Continues to find solutions in the face of adversity; is proactive  Reacts to situations with purpose and meaningful dialogue

25. Pasifika Perspectives Lineage/Birthright  Is responsible toward birthright  Makes the most of opportunities associated with birthright Language Fluency  Seeks to master both mother-tongue and adopted language  Displays successful listening skills  Communicates effectively in both oral and written forms

26. Pasifika Perspectives Leadership  Service progresses to leadership  Uses leadership opportunities to benefit whole group, not just self  Takes traditional leadership roles in own culture's community Representation  A good role model  Academic achievement, career pathways reflect well on parents  Balances humility and pride dependent on the situation

27. What Happens in NZ Schools?  Gifted and talented students represent a diverse range of ethnic backgrounds and ages, and a multiplicity of gifts and talents. Schools’ definitions and identification processes, as well their provision, should reflect this diversity. Community consultation and promoting understanding and participation were part of ensuring that the school was providing for all its gifted and talented students.  However, ERO found for most schools providing for this diversity was a challenge. Some schools did not recognise gifts and talents beyond the traditional academic and sporting, and often provision was limited to Years 4 to 10. Many schools had not met with parents and whanau of their Maori and other non-Pakeha students to develop a broader understanding of concepts about gifted and talented. (ERO, 2008)

28. What Happens in NZ Schools?  Cultural, spiritual, and emotional giftedness are overlooked in definitions.  Definitions, identification, and provisions do not embody Maori perspectives and values.  There is heavy reliance on teachers and standardised testing for identification.  Maori and other ethnic minority groups are under- represented.  Culturally appropriate provisions are not being planned, implemented or evaluated.  Parents, caregivers and whanau involvement is minimal. Riley et al., 2004

29. What gets in the way?  “… it is the Pakeha male who defines and shapes the direction of society … the white, male concept of special abilities … is accepted, encouraged and provided for” (Bevan-Brown, 2004, p. 183)  The majority of teachers are white, middle class, monocultural and working in an ethnocentric school system.  Methods of identification are not culturally appropriate.

30. Culturally Responsive Environments  Teachers value and support cultural diversity in general, and Maori culture specifically.  Programmes include cultural knowledge, skills, practices, experiences, customs, and traditions (e.g., abilities).  Programmes incorporate cultural values, beliefs, attitudes, behaviours, and dispositions (e.g., qualities).  Teaching and assessment utilise culturally preferred ways of learning.

31. Recommendations  Consult with Maori and work in partnership to identify and develop gifts & talents.  Develop strong school-whanau networks to support and encourage Maori students.  Develop culturally appropriate identification and provisions.  Encourage Maori students to develop knowledge and pride in their Maoritanga.  Provide teacher education and professional development.

32. Maximising Children’s Potential  Incorporate cultural content  Reflect cultural values, attitudes & practices  Utilise culturally preferred ways of learning  Include cultural support  Affirm cultural identity This implies that we need to create contexts where to be Maori is to be normal and where Maori cultural identities are valued, valid and legitimate - in other words, contexts where Maori children can be themselves (Bishop & Glynn, 2002).