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Extending sociological theorising on high ability: the significance of values and lived experience

Mazzoli Smith, L.

Authors



Abstract

Sociological work on high ability is framed by social constructionist theorising and/or takes a social justice approach, and hence particular analytical intellectual traditions are foregrounded. Whilst these approaches have contributed the main critique of essentialist psychological understandings of high ability, they can eclipse normative discourses and the ethically situated meaning of high ability for individuals. This paper explores why epistemological questions about high ability cannot be separated from values-based ones and assesses where this has happened in relation to sociological approaches to high ability. It suggests that a narrative approach is one way of enriching sociological theories and discourses of high ability and that this can progress not only sociological, but interdisciplinary theorising in the field.

Citation

Mazzoli Smith, L. (2014). Extending sociological theorising on high ability: the significance of values and lived experience. International Studies in Sociology of Education, 24(4), 354-371. https://doi.org/10.1080/09620214.2014.976436

Journal Article Type Article
Acceptance Date Oct 10, 2014
Online Publication Date Dec 15, 2014
Publication Date 2014
Deposit Date Oct 12, 2018
Journal International Studies in Sociology of Education
Print ISSN 0962-0214
Electronic ISSN 1747-5066
Publisher Taylor and Francis Group
Peer Reviewed Peer Reviewed
Volume 24
Issue 4
Pages 354-371
DOI https://doi.org/10.1080/09620214.2014.976436