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.