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Native conceptions of giftedness / by J. Karen Reynolds.

dc.contributor.advisorBowd, Alan
dc.contributor.authorReynolds, J. Karen
dc.date.accessioned2017-06-05T13:35:09Z
dc.date.available2017-06-05T13:35:09Z
dc.date.created1992
dc.date.issued1992
dc.identifier.urihttp://knowledgecommons.lakeheadu.ca/handle/2453/873
dc.description.abstractThis 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.
dc.language.isoen_US
dc.subjectIndians of North America Education.
dc.subjectIndians of North America Ontario, Northern.
dc.subjectGifted children Education.
dc.titleNative conceptions of giftedness / by J. Karen Reynolds.
dc.typeThesis
etd.degree.nameM.Ed.
etd.degree.levelMaster
etd.degree.disciplineEducation
etd.degree.grantorLakehead University


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