Listen to the Voices of Gifted Chinese Students in New Zealand: A Culturally Responsive Framework

IF 3 3区 教育学 Q1 EDUCATION, SPECIAL
Zhu Yao, C. Rawlinson, R. Hamilton
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引用次数: 0

Abstract

New Zealand is known as a nation of immigrants with increasing cultural diversity. Currently, in Auckland, almost a quarter of residents identify with an Asian ethnicity, the largest subgroup of which is Chinese. In the field of gifted and talented education, providing access to a culturally diverse environment is an important aspect of meeting gifted students’ special needs. Although the New Zealand educational context has placed added emphasis on culturally differentiated instruction for Māori and Pasifika gifted students, New Zealand primary schools’ implementation of approaches to address the learning needs of Chinese students has been largely unexplored. In this article, we present a summary of research which explored the beliefs and perceptions of Chinese gifted and talented students, their parents, and teachers of gifted and talented students within New Zealand using interviews and Q methodology. Our Q methodology consisted of 48 statements which were sorted by 10 Chinese students, their parents, and 10 New Zealand teachers. The data were analyzed using factor analysis. By drawing on the voice of the participants and on the results of the Q methodology, a culturally responsive theoretical framework was developed. This framework aims to contribute to our understanding of the learning needs of gifted Chinese students in New Zealand and to promote an ongoing partnership between Chinese families and the school. We also explain how these elements can be translated into partnership practices within the school context. The importance of listening to voices of minority groups and immigrant families is emphasized.
聆听在新西兰的中国天才学生的声音:一个文化响应的框架
新西兰是一个文化日益多样化的移民国家。目前,在奥克兰,近四分之一的居民认为自己是亚裔,其中最大的分支是中国人。在资优教育领域,提供多元文化环境是满足资优学生特殊需求的一个重要方面。尽管新西兰的教育背景更加强调Māori和Pasifika资优学生的文化差异教学,但新西兰小学在解决中国学生学习需求方面的实施方法在很大程度上尚未得到探索。在这篇文章中,我们总结了一项研究,利用访谈和Q方法探讨了新西兰中国资优学生、他们的父母和资优学生的老师的信仰和看法。我们的Q方法包括48个陈述,由10名中国学生、他们的父母和10名新西兰老师进行分类。采用因子分析法对数据进行分析。通过借鉴参与者的声音和Q方法的结果,开发了一个文化响应理论框架。该框架旨在帮助我们了解在新西兰的中国天才学生的学习需求,并促进中国家庭与学校之间的持续合作。我们还解释了这些元素如何在学校环境中转化为伙伴关系实践。强调倾听少数群体和移民家庭声音的重要性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
6.30
自引率
29.00%
发文量
41
期刊介绍: Gifted Child Quarterly (GCQ) is the official journal of the National Association for Gifted Children. As a leading journal in the field, GCQ publishes original scholarly reviews of the literature and quantitative or qualitative research studies. GCQ welcomes manuscripts offering new or creative insights about giftedness and talent development in the context of the school, the home, and the wider society. Manuscripts that explore policy and policy implications are also welcome. Additionally, GCQ reviews selected books relevant to the field, with an emphasis on scholarly texts or text with policy implications, and publishes reviews, essay reviews, and critiques.
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