This study focuses on the identification of traditional and
modern sociocultural factors revealed by traditionallyorientated
(rural) and modern (urban) Vhavenda people that
define the Vhavenda cultural context, and establishes how
the Vhavenda view giftedness from their own sociocultural
perspective. The literature study reveals that Vhavenda
school children are disadvantaged with regard to
socioeconomic level, education and geographic isolation.
Definitions of intelligence were reviewed as well as those
of giftedness that consider sociocultural perspectives.
An idiographic, qualitative study was conducted with
informants from rural and urban areas. Results show that the
sociocultural context of both traditional and modern
Vhavenda is characterised by modern rather than traditional
sociocultural factors which influence the development,
nurturance and manifestation of giftedness in Vhavenda
children. Vhavenda learners (13-15 years old) revealed some
frequently observed characteristics of giftedness.
Consequently, some identification measures of disadvantaged
gifted children hold promise for the identification of
gifted Vhavenda learners. / Psychology of Education / M. Ed. (Psychology of Education)
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:unisa/oai:uir.unisa.ac.za:10500/17261 |
| Date | 11 1900 |
| Creators | Lumadi, Thinamaano Elikanah |
| Contributors | Kokot, Shirley J. (Shirley Joan), 1946-, Van Heerden, M. E. |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Dissertation |
| Format | 1 online resource (xii, 261 leaves) : illustrations |
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