Giftedness as a limited episteme: A postmodern exposition

Research output: Chapter in Book/Report/Conference proceedingChapter

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 languageEnglish (US)
Title of host publicationYoung Gifted Children
Subtitle of host publicationIdentification, Programming and Socio-Psychological Issues
PublisherTaylor and Francis
Pages153-159
Number of pages7
ISBN (Electronic)9780429889462
ISBN (Print)9781138603417
DOIs
StatePublished - 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