Mäori+concepts+of+giftedness

=**Mäori concepts of giftedness** =

According to the principles of the treaty of waitangi it is important to consider Mäori concepts of giftedness in New Zealand. Gifted education does not take place in a cultural vacuum, educators need to understand the influence of culture when they develop their school specific definition of giftedness. Depending on the demographic of your school you may like to include perspectives from other cultures as well.

Mäori giftedness is markedly different to that of the dominant Pakeha ideologies. Pakeha concepts of giftedness tend to value talents in domains that are perceived to have economic benefit, where as the Mäori concept is more holistic. Some of the special abilities valued by Mäori communities are spiritual, cognitive, affective, aesthetic, artistic, musical, psychomotor, social, intuitive, creative, leadership and cultural abilities. It is important to remember the Mäori culture is community based not individualistic like Pakeha culture so rationally they value skills that are beneficial to social interaction.

Traditional performance based criteria for identification of gifted students has been shown to be culturally biased, hence is not effective in identifying Mäori.

Current gifted provisions are often at odds with Mäori values. For example withdrawal programmes and streaming practices cause many Maori students with special abilities to be separated from their friends which contradicts the Maori view of one's talents being used for the benefit of the group. In class differentiation that makes use of these students abilities especially for mutual benefit of peers is more effective way to meet the needs of these students

Mäori content, contexts and language should already be included in the curriculum, inclusion allows culturally gifted students to have their abilities and qualities recognised and developed.

(Bevan-Brown, 2009)