“…the integration of whakapapa as curriculum could have multiple benefits for gifted Māori children. Bevan-Brown’s (2004) findings reveal that ‘children who had a knowledge of and pride in their Māoritanga had heightened self esteem and confidence and thus were more likely to develop their potential’ (p.189). Her research also found that ‘children who were strong in their cultural identity, and were in a situation where their culture was valued, were less likely to succumb to negative peer pressure against achieving’ (p.189). It is evident from the literature that gifted Māori learners are more likely to thrive in a culturally responsive environment. That is, one which ensures the learning experiences are as closely linked to the Māori learner’s whakapapa, traditions and stories as possible. Educational experiences for gifted Māori children will be enhanced when they are encouraged to use their own whakapapa as a starting point for better understanding what giftedness means for both their cultural and educational identities.” (p.235)
Ref: Melinda Webber, Gifted and Proud: On being exceptional and Māori, pp.227-241 in Ed. Paul Whitinui (2011) Kia Tangi Te Tītī – Permission to Speak: Successful schooling for Māori students in the 21st century issues, challenges and alternatives. NZCER Press: Wellington
http://www.nzcer.org.nz/nzcerpress/kia-tangi-te-titi-permission-speak
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