Hymer, Barry (2009) Beyond compare? Thoughts towards an inclusional, fluid, and non-normative understanding of giftedness. In: Balchin, Tom, Hymer, Barry and Matthews, Dona J., (eds.) The Routledge international companion to gifted education. Routledge, Abingdon, UK, pp. 299-307. Full text not available from this repository.
(Contact the author)Abstract
This chapter is written from the stance of a practitioner researching his own practice as an educator in the field of giftedness. I describe how a model of gift-creation has emerged through critical responsiveness to my own practice, and I offer a parallel description of the conditions under which gifts can be grown – rather than identified. These descriptions underlie an argument for shifting professional focus from dominant twentieth-century western rationalist approaches to the field of gifted and talented education, with their deterministic, dualistic, individualistic, pragmatic, tool-for-result (cf. Vygotsky 1978), and knowing-centred associations, towards a concept of giftedness which is co-constructed (not identified) in a social, relationally respectful, activity-oriented, dialectical, tool-and-result (Vygotsky 1978; Newman and Holzman 1993) manner and context.
| Item Type: | Book Section |
|---|---|
| Publisher: | Routledge |
| ISBN: | 9780415461375 |
| Departments: | Academic Departments > Institute of Education (IOE) |
| Depositing User: | Anna Lupton |
| Date Deposited: | 09 Feb 2016 14:29 |
| Last Modified: | 12 Jan 2024 08:15 |
| URI: | https://insight.cumbria.ac.uk/id/eprint/2014 |
Share
Share
