A Programme for Gifted Māori in an English-Medium Secondary School

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dc.contributor.advisor Webber, M en
dc.contributor.advisor Rawlinson, C en
dc.contributor.author Russell, Vivienne en
dc.date.accessioned 2013-12-04T20:08:20Z en
dc.date.issued 2013 en
dc.identifier.uri http://hdl.handle.net/2292/21197 en
dc.description Full text is available to authenticated members of The University of Auckland only. en
dc.description.abstract This study examined the impacts of a gifted education programme on Māori students and their parents and whānau members in an English-medium secondary school. Gifted education continues to be framed within a Eurocentric worldview, and there is a lack of empirical research and literature in this field to inform further change. This study endeavours to contribute to gifted educational discourse and change. This qualitative study involved two semi-structured group interviews. The first interview involved a group of gifted Māori student graduates, and the second involved a group of their parents and whānau members. The research process created a platform for rangatahi (youth) and whānau voice represented within the following four themes for change. Firstly, the role of gifted education for Māori learners is to “remove barriers”, “take the controls off” and to shift “the horizon setting to the heavens.” (Whānau interview). In this way the potential of gifted Māori learners is better valued, recognised and realised in Englishmedium schooling contexts. Secondly, all key stakeholders, including school leaders, teachers, students, and parents and whānau members have rights, roles, and responsibilities in supporting the realisation of gifted Māori potential. Thirdly, a safe and affirming learning environment is critical to the high expectations, challenges and successes that support positive identity formation as gifted Māori. This environment is cultivated through positive relationships, group culture, and the active participation of parents and whānau in a personalised and holistic approach to learning. Finally, creating, leading, and implementing change that seeks to value and nurture gifted Māori potential can be a challenging process involving systemic attitudinal and organisational change. en
dc.publisher ResearchSpace@Auckland en
dc.relation.ispartof Masters Thesis - University of Auckland en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. en
dc.rights Restricted Item. Available to authenticated members of The University of Auckland. en
dc.rights.uri https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm en
dc.title A Programme for Gifted Māori in an English-Medium Secondary School en
dc.type Thesis en
thesis.degree.grantor The University of Auckland en
thesis.degree.level Masters en
dc.rights.holder Copyright: The Author en
pubs.elements-id 415289 en
pubs.record-created-at-source-date 2013-12-05 en


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