An act of GRACE? What do contemporary understandings in psychology have to contribute to the future of gifted education?

Hymer, Barry (2013) An act of GRACE? What do contemporary understandings in psychology have to contribute to the future of gifted education? Gifted Education International, 29 (2). pp. 108-124. Full text not available from this repository.

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Official URL: https://doi.org/10.1177/0261429412447707

Abstract

Drawing on a variety of research domains and traditions, this article presents a contemporary and evidence-led model for understanding the development of gifts and talents. In so doing and arguing largely – but not exclusively – from within the stance of social-constructivism, it is suggested that accounts of gift-development that emphasise the role of innate capacities lead frequently to tired debates around identification, labelling and resourcing, and away from the more vital discourses around gifted provision and gift-creation. The implications for classroom practice deriving from traditional and emerging ontological and epistemological conceptualisations of giftedness are presented.

Item Type: Article
Journal / Publication Title: Gifted Education International
Publisher: SAGE Publications
ISSN: 0261-4294
Departments: Academic Departments > Institute of Arts (IOA) > Humanities
Additional Information: This paper was presented at a research symposium hosted by Oxford Brookes University, UK, in June 2011: ‘Reconceptualising gifted & talented: re-imagine, retrench or reject?’
Depositing User: Insight Administrator
Date Deposited: 15 Oct 2012 14:28
Last Modified: 12 Jan 2024 11:31
URI: https://insight.cumbria.ac.uk/id/eprint/1407
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