The presenters last night, Melinda Webber and Heather O’Neill discussed their research and that of others about a curriculum for the gifted Maori child. The view presented was that the Maori model does not ‘fit’ with Ministry of Education requirements. This involves firstly identifying a group of children who are achieving exceptionally and secondly providing a differentiated programme for them. The presenters’ view identifies all children as having exceptional talent in one way or another thus it is the role of the teacher to uncover and develop this talent in each and every child.
The abstract stated: “The importance of identifying and nurturing the gifts and talents of all tamariki in Aotearoa is widely accepted in education circles. The continued under-representation of Maori students in gifted and talented programmes indicates the need to ensure understandings about the way children learn and the corresponding curriculum content, reflect Maori conceptions, values and practices…”
If one interprets the statement ‘gifted Maori students’ literally as all Maori students, then the understanding is that all students are gifted (exceptional) in some way, so, do programmes provided for all students in all schools need to be reviewed in line with this research? This viewpoint will add an interesting dynamic to our review of the developing talents programmes provided for students at Edendale.
Further ideas stated: ”Our gifted programmes should encourage young gifted Maori to explore what giftedness means for them and their community by exploring those in the whakapapa that have demonstrated ‘constructive action’ and ’social capital’. From this they can develop strong positive ethnic identities and a sense of mana tangata.” And… “Culturally appropriate demonstrations of gifts and talents, which in te ao Maori, (the Maori world) are influenced by the values of humility, group co-operation and group benefit.” (Melinda Webber)
Research from Bevan-Brown, (1992,2005) stated that “to be considered ‘a gifted Maori’ not only must you be exceptional in a culturally valued area but you must also use your outstanding skill, ability or quality to help others in some way…”
This, of course, is just a ’snapshot’ of the evening.
Currently, approximately 8% of students enrolled at Edendale identify as Maori, these children learning in various teams school-wide. Edendale traditionally provides cultural teaching and learning programmes to support cultural identity. In previous years, with 18% Maori students attending Edendale, when there were both sufficient numbers of students at each level and the teaching staff available, we catered for Maori children in Te Whanau, a Maori Emphasis team.
We continue to review our programmes, class structures and options for ensuring the success of Maori students at Edendale. Given our current, very diverse student population, how do you think we could (or should) consider this perspective at Edendale? Add your thoughts or feel free to email me if you prefer.
