The Extent, Nature and Effectiveness of Planned Approaches in ...

content and context of learning is culturally relevant and the teaching approaches are culturallyappropriate.The importance of cultural relevance and support is also substantiated in Henderson’s (2003) researchand Rawlinson’s (1995) study (cited in Rawlinson, 1996). In the latter research, as a result of anenriched programme in classrooms where a wide range of cultural abilities were accepted andappreciated and where student’s feelings of personal competence, academic self concept and selfefficacy were reinforced:…all the Pacific Island children made great gains in both academic self-concept anddemonstration of special ability behaviours. The results from this study give a powerfulmessage about classroom climate, organisational structures and pedagogical strategies,which can enhance or inhibit children’s academic perceptions and demonstration of specialability behaviour (Rawlinson, 1996, p. 354).Additional support for the inclusion of cultural content in programmes comes from Bevan-Brown’sresearch (1993) which indicated that “Mäori children who have a knowledge of and pride in theirMäori culture are more likely to develop their gifted potential and to resist negative peer pressureagainst achieving” (Bevan-Brown, 2003, p. 3).Broad, inclusive concepts of giftedness and talent. While there is considerable debate in the literaturearound definitions of giftedness, there is general acceptance in New Zealand of multicategoricalconcepts which incorporate a diverse range of abilities (Ministry of Education, 2000). The literaturealso advocates that this broad, categorical approach incorporate multicultural concepts andperspectives in general (Keen, 2000; Ministry of Education, 2000) and Mäori and Polynesian conceptsand perspectives in particular (Anderson, 1990; Bevan-Brown, 1993, 1994, 1996, 2002, 2003;Cathcart, 1994; Cathcart & Pou, 1992; Galu, 1998; McKenzie, 2001; Niwa, 1998/99; Reid, 1989,1990, 1991, 1992).Including Mäori concepts and perspectives would mean recognising and providing for spiritual,emotional and group giftedness and incorporating a ‘service component’ in gifted provisions (Bevan-Brown, 1993, 1994, 1996, 2000b, 2003). Mäori content would not only include cultural knowledge,skills, practices, experiences, customs and traditions but also cultural values, beliefs, attitudes,behaviours, dispositions and qualities (Bevan-Brown, 2003). Some of these qualities identified inresearch by Bevan-Brown (1993) and Jenkins (2002) are:äwhinatanga and whakaritenga mahi (helping and serving others), Mäia (courage,bravery) manaakitanga (hospitality), wairuatanga (spirituality), whanaungatanga(familiness), aroha-ki-te-tängata and tütohutanga (love for, caring and sensitivity to others)pukumahi and pükeke (industriousness and determination) (Bevan-Brown, 2003, p. 1).As Bevan-Brown (2003) concludes, “For Mäori, providing for students who are gifted in culturallyvalued qualities is just as important as providing for students who have exceptional skills and abilities”(p.2).Improved teacher education. The participants in Keen’s (2002a) research called for pre-serviceteacher education and in-service professional development to include, amongst other things, therecognition of giftedness in diverse cultural settings. The call to better prepare teachers to both identifyand provide for gifted and talented Mäori students and those from minority cultures is repeated byBevan-Brown (1993, 1994, 1996, 2002); Cathcart (1994); Galu (1998); Henderson (2003); McKenzie,(2001); Milne (1993); Niwa, (1998/99); Reid (1990); and Rymarczyk Hyde (2001). Speakingspecifically of in-service provision, Cathcart (1994) suggests a whole-school approach: “Professionaldevelopment time on an on-going basis has to be put into working through concepts about culturaldifference, sharing information, practicing strategies and skills and building resources” (p. 189).137