A Reflective Conversation with Kobus Maree, Faculty of Education, University of Pretoria, South Africa

Autor/inn/en	Shaughnessy, Michael F.; Moore, Tammy Lynne; Maree, Kobus
Titel	A Reflective Conversation with Kobus Maree, Faculty of Education, University of Pretoria, South Africa
Quelle	In: Gifted Education International, 29 (2013) 1, S.43-53 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-4294
DOI	10.1177/0261429412440650
Schlagwörter	Emotional Intelligence; Foreign Countries; Creativity; Strategic Planning; Economically Disadvantaged; Socioeconomic Background; Gifted Disadvantaged; Educational Facilities; Teaching Methods; Social Change; Nongovernmental Organizations; Public Agencies; Cooperation; Ethnicity; Gender Differences; Disproportionate Representation; South Africa + Suchen Sie Ihr Suchwort? Emotionale Intelligenz; Ausland; Kreativität; Strategy; Planning; Strategie; Planung; Sozioökonomische Lage; Bildungsstätte; Teaching method; Lehrmethode; Unterrichtsmethode; Sozialer Wandel; Öffentliche Einrichtung; Co-operation; Kooperation; Ethnizität; Geschlechterkonflikt; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Always regarded as somewhat of an "outsider" (the child of an English-speaking (Catholic) mother and an Afrikaans (Protestant) father in an exclusively Afrikaans milieu) and growing up extremely poor, seeing the hardship of others and realising how much talent was going to waste, Kobus Maree took a particular interest in gifted disadvantaged persons. A marginalised loner, he almost inevitably developed creative abilities and took a keen interest in creativity, giftedness and the education of gifted, disadvantaged learners. As an adult, his research showed that many teachers in South Africa have to contend with the generally poor socioeconomic background of learners. A dire need for appropriate teacher and learner support materials, and school environments that are not conducive to achievement (including inadequate facilities, overcrowded classrooms, lack of teacher and learner support materials). South Africa is at a critical stage in its education. It is therefore important for educators to teach emotional intelligence in their classrooms. Our biggest challenge will be to maintain and enhance vitality in gifted education in a dynamic, ever-evolving environment. A combination of scholarly leadership and strategic management to support gifted learners is important. We should do all we can to promote societal transformation and diversity, focussing anew on underrepresented groups (women and ethnic groups) who show promise and support them. The widest array of partners possible including the big institutional players, the entire teaching fraternity (including government departments), nongovernmental organisations and miscellaneous interest groups together should develop strategic, rolling five-year plans and make gifted education a priority. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10