Abstract
In this paper, a postmodern exposition of giftedness is offered. Given this critique, giftedness cannot be viewed to be a natural condition, but is the product of a specific language game. The use of this designation, therefore may not be helpful to identify promising students. In fact, a child may be easily symbolically violated a consequence of coming to be classified as gifted. This outcome is exactly opposite of what might be expected. After all, coming to be known as gifted is supposed to assist students to develop their full potential.
| Original language | English (US) |
|---|---|
| Title of host publication | Young Gifted Children |
| Subtitle of host publication | Identification, Programming and Socio-Psychological Issues |
| Publisher | Taylor and Francis |
| Pages | 153-159 |
| Number of pages | 7 |
| ISBN (Electronic) | 9780429889462 |
| ISBN (Print) | 9781138603417 |
| DOIs | |
| State | Published - Jan 1 2018 |
Keywords
- Gifted programs
- Gifted students
- Identifying
- Labeling
- Metanarrative
ASJC Scopus subject areas
- Social Sciences(all)
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Cite this
Murphy, J. W. (2018). Giftedness as a limited episteme: A postmodern exposition. In Young Gifted Children: Identification, Programming and Socio-Psychological Issues (pp. 153-159). Taylor and Francis. https://doi.org/10.4324/9780429469008-18