Global Dimensions of Gifted and Talented Education: The Influence of National Perceptions on Policies and Practices
We examine recent research across countries and cultures in regard to the issues related to the formation of gifted and talented education perspectives, policies, and practices. Many modern cultures and subcultures have developed formal and informal definitions of what it means to be gifted and tal...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Mercy College
2017-04-01
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| Series: | Global Education Review |
| Subjects: | |
| Online Access: | http://ger.mercy.edu/index.php/ger/article/view/301/248 |
| _version_ | 1819025355206295552 |
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| author | Brian L. Heuser Ke Wang Salman Shahid |
| author_facet | Brian L. Heuser Ke Wang Salman Shahid |
| author_sort | Brian L. Heuser |
| collection | DOAJ |
| description | We examine recent research across countries and cultures in regard to the issues related to the formation of gifted and talented education perspectives, policies, and practices. Many modern cultures and subcultures have developed formal and informal definitions of what it means to be gifted and talented, and when we compare the perceptions, policies, and practices across nations, we discover very different constructs of intelligence and ability. These understandings of giftedness and gifted and talented education can be grouped into four binary dimensions, scholarly versus co-curricular capabilities, aptitude versus achievement, nature versus nurture, and individualistic versus collective, that have significant implications for policy and practice. These constructs can serve as a foundation for countries that are looking to formalize or expand their gifted and talented education models or can be used to challenge the norms of established systems. We put forward recommendations to address some of the challenges in advancing gifted education cross-nationally, an area that is often assumed to introduce risks of enlarging social inequity. We also provide a cross-national matrix that captures known elements of gifted education policies and programs from over 20 subnational jurisdictions, countries, and world regions. |
| first_indexed | 2024-12-21T05:09:22Z |
| format | Article |
| id | doaj.art-021ef4f323f94ab591c00dfe5ea6ffbd |
| institution | Directory Open Access Journal |
| issn | 2325-663X |
| language | English |
| last_indexed | 2024-12-21T05:09:22Z |
| publishDate | 2017-04-01 |
| publisher | Mercy College |
| record_format | Article |
| series | Global Education Review |
| spelling | doaj.art-021ef4f323f94ab591c00dfe5ea6ffbd2022-12-21T19:15:06ZengMercy CollegeGlobal Education Review2325-663X2017-04-0141421Global Dimensions of Gifted and Talented Education: The Influence of National Perceptions on Policies and PracticesBrian L. Heuser0Ke Wang 1Salman Shahid 2Peabody College, Vanderbilt UniversitPeabody College, Vanderbilt UniversitPeabody College, Vanderbilt UniversitWe examine recent research across countries and cultures in regard to the issues related to the formation of gifted and talented education perspectives, policies, and practices. Many modern cultures and subcultures have developed formal and informal definitions of what it means to be gifted and talented, and when we compare the perceptions, policies, and practices across nations, we discover very different constructs of intelligence and ability. These understandings of giftedness and gifted and talented education can be grouped into four binary dimensions, scholarly versus co-curricular capabilities, aptitude versus achievement, nature versus nurture, and individualistic versus collective, that have significant implications for policy and practice. These constructs can serve as a foundation for countries that are looking to formalize or expand their gifted and talented education models or can be used to challenge the norms of established systems. We put forward recommendations to address some of the challenges in advancing gifted education cross-nationally, an area that is often assumed to introduce risks of enlarging social inequity. We also provide a cross-national matrix that captures known elements of gifted education policies and programs from over 20 subnational jurisdictions, countries, and world regions.http://ger.mercy.edu/index.php/ger/article/view/301/248Comparative educationgifted and talented educationinternational education policy |
| spellingShingle | Brian L. Heuser Ke Wang Salman Shahid Global Dimensions of Gifted and Talented Education: The Influence of National Perceptions on Policies and Practices Global Education Review Comparative education gifted and talented education international education policy |
| title | Global Dimensions of Gifted and Talented Education: The Influence of National Perceptions on Policies and Practices |
| title_full | Global Dimensions of Gifted and Talented Education: The Influence of National Perceptions on Policies and Practices |
| title_fullStr | Global Dimensions of Gifted and Talented Education: The Influence of National Perceptions on Policies and Practices |
| title_full_unstemmed | Global Dimensions of Gifted and Talented Education: The Influence of National Perceptions on Policies and Practices |
| title_short | Global Dimensions of Gifted and Talented Education: The Influence of National Perceptions on Policies and Practices |
| title_sort | global dimensions of gifted and talented education the influence of national perceptions on policies and practices |
| topic | Comparative education gifted and talented education international education policy |
| url | http://ger.mercy.edu/index.php/ger/article/view/301/248 |
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