A cohort who experience life with a different perspective, at a different pace and depth and have the ability to develop in their area/s of strength far beyond expectation for their same-age peers.
It's about who you are as much as what you can do.
"Gifted and talented individuals are found across all social groups, irrespective of culture, ethnicity, socioeconomic status, and physical and cognitive learning differences. There are various social understandings of giftedness that influence the way the term is used, but it can be used broadly to refer to individuals who demonstrate high ability across a wide range of learning areas or narrowly to refer to high ability in specific learning domains. Different groups understand giftedness in different ways based on explicit (researched) or implicit (personal) understandings of the term." - Ng, S. (2020) An introduction to gifted and talented education. The Education Hub.
GEMS Aotearoa 2023
This visualisation is one way of looking at Māori giftedness. It is a combination of the work of multiple researchers and starts by placing the Mana Model (Webber, 2024) at the Centre of the learner's success.
Mana is a concept that comes from a Māori worldview and refers to a person’s sense of authority, influence, self-efficacy, purpose, pride, and belonging. The Mana Model contends that student thinking, behaviour, and well-being are motivated by the desire to achieve a sense of mana. The mana model explains how student connectedness, belonging to place, cultural identity, academic efficacy, and willingness to develop diverse academic, cross-cultural, social, and psychological competencies are crucial foundations for learning and should be central to learning environments, teaching pedagogy, and practice.
This is then surrounded by the areas of Māori cultural giftedness that might evolve.
These domains are encircled by scholarly habits or behaviours needed to develop and grow in domains of giftedness.
Encompassing these are whānau, hapū , iwi, and community.
And lastly, as per Māori understanding they are embraced by the Ranginui of the sky and Papatuanuku of the earth who hold all things in place.
This visualisation represents the interconnectedness of all of the aspects and how they wrap around each other in support.
Māori cultural giftedness reflects qualities and abilities that are deeply rooted in Māori values, traditions, and spirituality. It goes beyond academic or creative skills to include leadership, wisdom, and service to the community, known as manaakitanga (hospitality) and whanaungatanga (kinship). Gifted individuals are recognised not only for their personal achievements but for their contribution to the well-being of their whānau (family), hapū (sub-tribe), and iwi (tribe). This cultural giftedness honours a balance between individual excellence and collective responsibility
References:
Bevan-Brown, J. (2009). Identifying and providing for gifted and talented Māori students. APEX: The New Zealand Journal of Gifted Education, 15, 6-20.
Mahaki. C., & Mahaki, P. (2007). Mana tu, mana ora - Identifying characteristics of Māori giftedness. National Gifted Education Advisor Hui, Auckland, New Zealand.
Webber, M. (2015). The eight qualities of successful intelligence in gifted Māori students. Applied Physics Express, 19, 1-24.
Webber, M. (2024). Teaching the mana model—a Māori framework for reconceptualising student success and thriving. Set: Research Information for Teachers, 1, 2–11. https://doi.org/10.18296/set.1545
Webber, M., & Macfarlane, A. (2018). The transformative role of tribal knowledge and genealogy in indigenous student success. In L. Smith & E. McKinley (Eds.), Indigenous Handbook of Education. (pp. 1049-1074). Singapore: Springer.
Webber, M., & Macfarlane, A. (2020). Mana Tangata: The Five Optimal Cultural Conditions for Māori Student Success. Journal of American Indian Education, 59(1), 26-49.
GEMS Aotearoa 2023
This visualisation is one way of looking at Pacific giftedness. It is a combination of the work of multiple researchers and starts by placing family at the centre.
Family is central to Pacific cultures, providing a foundation for identity, support, and social responsibility. It extends beyond the nuclear family to include extended relatives, forming a close-knit support network. Through family, cultural traditions, values, and spiritual connections are passed down, ensuring continuity and a deep sense of belonging. This collective focus strengthens unity within both the family and the wider community.
Reaching out from this centre each of the petals is a potential Domain of Pacific cultural giftedness where a pacific learner may thrive.
When respected, included, and feel like they belong, these domains may develop and grow with and for family, church, and community.
The outer ring in this example lists the Pacific nations included in this work.
Pacific giftedness is places cultural emphasis on collective well-being over individual achievement. Talents and abilities are seen as gifts that are meant to benefit the community rather than just the individual. Service to others reflects the values of humility, respect, and reciprocity, where using one's gifts to uplift and support the family and community is a sign of true leadership and responsibility. This connection ensures that giftedness contributes to the greater good, reinforcing communal harmony and cultural preservation.
Pacific giftedness is rooted in cultural values of service, community, and respect for tradition. It encompasses not only individual strengths in areas like academics, arts, or leadership but also the ability to uplift and support others, reflecting the communal focus of Pacific societies. Giftedness is seen as a responsibility to serve the family and community, with an emphasis on humility, cultural knowledge, and contributing to the collective well-being. This holistic approach ensures that individual abilities are used for the benefit of all
References:
Aseta, M., Rawlinson, C., & Si’ilata, R. (2019). Le Tuiga: Samoan Constructs of Giftedness and Talent within a Samoan Bilingual Educational Context. Set: Research Information for Teachers, 1, 31–40. https://doi.org/10.18296/set.0129
Faaea-Semeatu, T. (2011). Celebrating gifted indigenous roots. In W. Vialle (Ed.), Giftedness from an indigenous perspective (pp. 116-122). Selected papers from the 11th Asia Pacific Conference on Giftedness, Sydney, NSW, Australia, 29 July–1 August 2010.
Faaea-Semeatu, M. (2015). Pasifika Transformers – more than meets the eye. Set: Research Information for Teachers, no.1, 34. https://www.nzcer.org.nz/nzcerpress/set/articles/pasifika-transformers-more-meets-eye
Fuamatu, J. (2008). Characteristics of Samoan Giftedness. E ala mai mauga le manuia. Unpublished MEd thesis, University of Auckland.
Frengley-Vaipuna, I., Kupu-MacIntyre, L., & Riley, T. (2011). Successful Tongan students in New Zealand: Default or design? Kairaranga, 12(2), 42-51.
Dr Melinda Webber Keynote - 2019 WCGTC World Conference
Dr Melinda Webber
Keynote 2021
GiftedNEX Symposium
Janelle Riki-Waaka
Keynote 2022 GiftedNEX Symposium
Aiona Manu Fa'aea
Keynote 2022
GiftedNEX Symposium
Wellbeing
Specialist Teaches of Gifted
Diversity
Belonging
Inclusion
Priority Learners
Wellbeing Tour 2020
Historical Documents in Gifted Education in Aotearoa
GiftedNEX- Waka Kopapa- A Course developed under a network of expertise MoE contract 2019-2021