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Families, education and giftedness : case studies in the construction of high achievement

作者: Laura Mazzoli Smith; Jim Campbell
出版商: Rotterdam ; Boston : SensePublishers, ©2012.
叢書: Advances in creativity and giftedness, v.3.
版本/格式:   電子書 : 文獻 : 英語所有版本和格式的總覽
資料庫:WorldCat
提要:
What is it like to be YOUNG, GIFTED AND WORKING CLASS in contemporary England? How do working class family values support high educational achievement? What do researchers and policy makers have to learn about giftedness from working class families? These provocative questions are explored in this ground-breaking book. Most studies of giftedness focus on the characteristics of individuals, and draw upon  再讀一些...
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詳細書目

類型/形式: Electronic books
資料類型: 文獻, 網際網路資源
文件類型: 網路資源, 電腦資料
所有的作者/貢獻者: Laura Mazzoli Smith; Jim Campbell
ISBN: 9789460919916 946091991X 9460919898 9789460919893
OCLC系統控制編碼: 828920480
描述: 1 online resource.
内容: Theoretical Perspectives --
The Social Construction of Giftedness --
Studying the Family --
Methodology --
The Case Studies --
The Booths' Tale --
The Breakwells' Tale --
The Newlands' Tale --
The Desmonds' Tale --
Interpretations and Conclusion --
Interpreting The Families' Narratives --
Implications for Policy and Theory --
Towards Cultural Relativism and Interdisciplinarity in Researching Giftedness
叢書名: Advances in creativity and giftedness, v.3.
責任: Laura Mazzoli Smith, Jim Campbell.

摘要:

What is it like to be YOUNG, GIFTED AND WORKING CLASS in contemporary England? How do working class family values support high educational achievement? What do researchers and policy makers have to learn about giftedness from working class families? These provocative questions are explored in this ground-breaking book. Most studies of giftedness focus on the characteristics of individuals, and draw upon psychological frameworks to understand them. Participants in most gifted education programmes are recruited disproportionately from the higher social classes. Sceptical of the concept of giftedness, Mazzoli Smith and Campbell question conventional methodologies, using a narrative approach to understand how four families of working class origins, each with a gifted child, construct their values in relation to education and social class. They explore the influence of their family histories, cultural values and life styles upon educational engagement and achievement. The authors show that gifted education policies are poorly matched to the values of these families and argue that much research into giftedness has been flawed by social and cultural discrimination. They propose an agenda for change in research paradigms in the giftedness field, which should be characterized by interdisciplinarity and more culturally relative conceptions of giftedness.

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