Above the Clouds - Maori students' success - Hamilton - Gifted and ...

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Ngā whakaaro o Makereti (Penniman, 1986)• Teaching to inculcate unselfishness• Tasks were often gender-specific• Roles of parents and grandparents were significant.Skills taught were often intergenerational• Storytelling about patupaiarehe, the homeland,nature, adventure, atua, karakia, tapu• Games were taught to develop sharpness of eyeand quickness of movement• Teaching about the importance of upholding ofmana, and about leadership
Characteristics of Giftedness in Māori CulturalAbilities and Qualities• Speaks te reo Māori fluently;• Can deliver a karanga, mihimihi or whaikōrero appropriate to the occasion;• Has a broad knowledge of Māori, hapū, and iwi history and tikanga;• Has a broad knowledge of Māori mythology and can interpret myth messages in acontemporary context;• Demonstrates advanced practical and creative ability in some form of Māori art or crafteg. carving, weaving;• Demonstrates advanced performing and creative ability in some form of Māori music eg.composes haka, has an extensive repertoire of traditional waiata;• Displays advanced ability in Māori games, pastimes and practices eg. taiaha expertise;• Has a keen interest in and wide knowledge of whānau, hapū and iwi whakapapa;• Has a deep appreciation of traditional Māori values such as manaakitanga, wairuatangaand whanaungatanga and embodies these in word and action;• Has in depth knowledge of traditional healing principles and practices;• Possesses a strong sense of Māori identity and incorporates cultural content andallusion in many fields of endeavour;• Possesses and is accorded a high degree of mana from peers;• Has a well developed sense of altruism and is selfless in service to others.(Bevan-Brown, 2008)
Page 1 and 2: Whiti ki RungaMāori students soari
Page 3 and 4: What business wants from schools(O
Page 5 and 6: Aims of this presentation• Acknow
Page 7 and 8: Decile and Outcomes• Research sho
Page 9 and 10: Achievement: A Snapshot in One Year
Page 11 and 12: Some facts, but not to dwell on•
Page 13 and 14: Schools‟ Provision for Gifted and
Page 15: Schools‟ Provision for Gifted and
Page 19 and 20: Characteristics of high achieving M
Page 21 and 22: Teacher expectations and outcomes f
Page 23 and 24: Christchurch Health and Development
Page 25 and 26: Figure 1. Rates of leaving school w
Page 27 and 28: “All Māori children have gifts .
Page 29 and 30: “Food Technology happens in the w
Page 31 and 32: Three considerations for countering
Page 33 and 34: Frequently asked questions(see Au,
Page 35 and 36: The Educultural WheelFrom Macfarlan
Page 37 and 38: The Hikairo Rationale (Macfarlane &
Page 39 and 40: Figure 1.1 In search of an educultu
Page 41 and 42: Five hypotheses1. Axiology (whanaun
Page 43 and 44: Acknowledgements• Cognition Educa

Above the Clouds - Maori students' success - Hamilton - Gifted and ...

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