| dc.description.abstract | This study seeks to determine the relevance of
"giftedness" in an isolated north-western Ontario
Ojibway community and school. Specifically, Renzulli's
(1986) model of "giftedness" is examined.
This study begins with the community as the
central element in its design. Qualitative research
methods are used and include participant-observation,
informally structured interviews, and document
analysis. Elders, parents, teachers, and students,
represent the participants. Data-collection took place
during two, two-week visits to the site. Data analysis
and interpretation was ongoing throughout the research
process.
The findings suggest that "giftedness" is a Euro-
Western construct which is irrelevant and even in
conflict with the norms of Sweetgrass community and
school. This study does not recommend the use of the
Renzulli (1986) model for "giftedness" in Sweetgrass,
or in any focus for Native education which reflects the
beliefs and perceptions of the participants in this
community. Instead, culturally relevant enrichment
strategies need to be developed and integrated
throughout all aspects of curricula. | |
