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.
(Contact the author)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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