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So-called giftedness and teacher education: issues of equity and inclusion

Mazzoli Smith, L.; Campbell, R.J.

Authors

R.J. Campbell



Abstract

The education of students identified as ‘gifted’ has had a highly problematic history, having been judged as conceptually confused, socially and ethnically discriminatory, and educationally exclusive. Despite this, it is argued that contemporary research and scholarship critiquing the concepts of giftedness and gifted education programmes may provide a base for teacher education and development generally, rather than only for those interested in giftedness. It has particular potential for altering teachers’ thinking about students’ ability. Such research has emphasised the developmental nature of intelligence, its multidimensional character and the sociopolitical role of the concept of ability in school systems. It is argued that the appropriate use of this research could contribute to a more equitable and inclusive model for teachers’ thinking and for practice in schooling. Five implications for teacher development are discussed.

Citation

Mazzoli Smith, L., & Campbell, R. (2016). So-called giftedness and teacher education: issues of equity and inclusion. Teachers and Teaching: Theory and Practice, 22(2), https://doi.org/10.1080/13540602.2015.1055448

Journal Article Type Article
Publication Date 2016
Deposit Date Oct 12, 2018
Journal Teachers and Teaching
Print ISSN 1354-0602
Electronic ISSN 1470-1278
Publisher Taylor and Francis Group
Peer Reviewed Peer Reviewed
Volume 22
Issue 2
DOI https://doi.org/10.1080/13540602.2015.1055448