Tracing Giftedness: An Exploration of Theories, Programmes and Emerging Dilemmas
In the recent years, the conception of giftedness in children has garnered a lot of attention from educationists and psychologists in India. Children marked as gifted are said to display above average abilities as compared with their peers. In this paper, I attempt to show that despite multiple notions and theories of giftedness, displaying exceptional abilities in mathematics and science seem to be the dominant focus and trend. In support of this claim, I list out the various Gifted and Talented Programmes of Giftedness in India. By exploring the various landscapes of excellence across diverse schooling environment, I draw from my doctoral research to highlight the ways in which giftedness is socially circulating and the factors that produce, and the processes that enable and sustain it. Through this study, I hope to contribute to the sociology of education in terms of understanding middle class / elite aspirations with regard to education of their children, elite parenting practices, conceptions of giftedness and how ‘cultural capital’ is transmitted from one generation to the next.
Bourdieu, P. (1986). The forms of capital. In J. Richardson (Ed.) Handbook of Theory and Research for the Sociology of Education. New York: Greenwood.
Callahan, C.M. (1997). The construct of talent. Peabody Journal of Education, 72 (3/4), 21-35.
Gardner, H. (2006). Multiple intelligences: New horizons (Completely rev. and updated.). New York: Basic Books.
Jagadis Bose National Science Talent Search. (2010). Retrieved from http://www.jbnsts.org/jbweb/mission.htm
Jnana Prabodhini Prashala. (n.d). Retrived from http:// prashala.jnanaprabodhini.org/
Kurup, A., & Maithreyi, R. (2012). A review of challenges in developing a national program for gifted children in India’s diverse context. Roeper Review, 34(4), 215-223. DOI: 10.1080/02783193.2012.715332
Kurup, A., Basu, A., Chandra, A., Jayan, P., Nayar, S., Jain, G. C., & Rao, A. G. (2013). An introduction: Reading on giftedness in children. National Institute of Advanced Studies, Indian Institute of Science Campus, Bangalore.
Lareau, A. (2003). Unequal childhoods: Class, race, and family life. Berkeley: University of California Press.
Lefton, L. A. (1997). Why I teach the way I do: Repackaging psychology. In R. J. Sternberg (Ed.)., Teaching introductory psychology: Survival tips from the experts. Washington, DC: American Psychological Association.
Miller, A. L. (2012). Conceptualisations of creativity: Comparing theories and models of giftedness. Roeper Review, 34(2), 94-103.
Naik, M. (n.d). Does accelerated learning work? For which students? Jnana Prabodhini, Pune, Maharashtra. Retrieved from http://prashala.jnanaprabodhini.org
National Policy on Education. (1986). Retrieved on July 11, 2015, from Ministry of Human Resource Department, Department of Education.
Renzulli, J. S. (1978). What makes giftedness? Re-examining a definition. The Phi Delta Kappan, 60(3), 180-184.
Silverman, L. K. (1997). The construct of asynchronous development. Peabody Journal of Education, 72(3/4), 36-58.
Sternberg, R. (2013 ). Contemporary theories of intelligence. In W. Reynolds, & J.G. Miller (Eds.), Handbook of psychology: Vol 7 Educational Psychology (pp. 23-46). New Jersey: John Wiley & Sons Inc.
Stevenson, H. W. (n.d.). Cultural interpretations of giftedness: The case of East Asia. Talent in context: Historical and social perspectives on giftedness, 61-77. doi:10.1037/10297-004
The Times of India. (2014). A giant leap for ‘gifted education’ in Kolkata, Retrieved from http://timesofindia.indiatimes.com/city/kolkata/A-giant-leap-for-gifted-education-in-Kolkata/articleshow/29570962.cms
Worrell, F.C., Subotnik, R. F., & Olszewski-Kubilius, P. (2011). Rethinking giftedness and gifted education: A proposed direction forward based on psychological science. American Psychological Association, Sage Publication, 12(1), 3-54.
Wright, B. J. (2008). A global conceptualisation of giftedness: A comparison of US and Indian Gifted Education programs. Dominican University of California, San Rafael, CA.
Copyright (c) 2017 Anupama Mahajan
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).