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Families, Education and Giftedness : Case Studies in the Construction of High Achievement.

Author: Jim Campbell; Laura Mazzoli Smith
Publisher: Rotterdam SensePublishers, 2013. 2012.
Series: Advances in creativity and giftedness.
Edition/Format:   Print book : Document   Computer File : English : 1st edView all editions and formats
Database:WorldCat
Summary:
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  Read more...
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Genre/Form: Electronic books
Additional Physical Format: Print version
Campbell, Jim
Families, Education and Giftedness : Case Studies in the Construction of High Achievement
Rotterdam : SensePublishers,c2013
Material Type: Document
Document Type: Book, Computer File
All Authors / Contributors: Jim Campbell; Laura Mazzoli Smith
ISBN: 9789460919916 946091991X
OCLC Number: 966300332
Description: 1 online resource (182 pages)
Contents: Families, Education and Giftedness: Case Studies in the Construction of High Achievement --
TABLE OF CONTENTS --
SERIES PREFACE --
PREFACE --
ACKNOWLEDGEMENTS --
INTRODUCTION --
THE STRUCTURE OF THE BOOK --
PART I: THEORETICAL PERSPECTIVES --
CHAPTER 1: THE SOCIAL CONSTRUCTION OF GIFTEDNESS --
HISTORICAL PERSPECTIVES --
CONCEPTIONS OF INTELLIGENCE AND GIFTEDNESS --
GIFTEDNESS AND SOCIAL INCLUSION --
AMBIGUITIES IN RESEARCH ON GIFTEDNESS --
POLICY CONSEQUENCES --
Shifting Identification Criteria --
Giftedness and Socio-Economic Disadvantage --
Mainstreaming --
GIFTEDNESS AND THE FAMILY CONTEXT --
A LIGHT AT THE END OF THE NEUROLOGICAL TUNNEL? --
CONCLUSION --
CHAPTER 2: STUDYING THE FAMILY --
FAMILY CULTURE AND EDUCATIONAL ATTAINMENT:THE RISK OF DETERMINISM --
The Relative Impotence of Schooling --
Bourdieu, Cultural Capital and Habitus --
Beyond Bourdieu --
Family and Social Mobility --
Transmission of Values and Beliefs --
Home --
School Relations: The Role of Cultural Capital --
Families in an Educational Market Place --
THE CONTRIBUTION OF FAMILY SYSTEMS THEORY --
Beyond Structural-Functionalism --
Family Practices --
The Rise of Individualism --
Negotiated Moralities --
Family as a Private Realm --
THEORIZING THE FAMILY: A POSSIBLE WAY FORWARD --
Speaking of 'the' Family --
Parental Involvement in Schooling --
Cultural Reproduction --
Narrative and History --
Negotiation --
CHAPTER 3: METHODOLOGY: AN APPROACHTHROUGH NARRATIVE --
METHODOLOGICAL ORIENTATIONS --
Constructivism and the Interpretive Turn --
From Life History Approaches to Narrative Analysis --
Positioning and Individual Agency --
FOUNDATIONS OF A COMPOSITE METHOD --
The Biographical Interpretive Method --
The Free-Association Narrative Interview Method --
Interpretive Interactionism and Interpretive Biography --
The Mechanics of Narrative Analysis. Linguistic andStructural Considerations --
PART II: THE CASE STUDIES --
INTRODUCTION TO THE CASE STUDIES --
Identification of the Families --
Interviews --
Analysis --
Presentation --
CHAPTER 4: THE BOOTHS' TALE: PURSUING THEPROTESTANT WORK ETHIC --
BACKGROUND --
THE STRUCTURE OF THE INTERVIEW --
UPWARD MOBILITY --
SOCIAL CLASS AND EDUCATION --
Education and Upward Mobility --
Instrumental Conception of Education --
Positive Attitude to School --
Social Class --
GIFTEDNESS --
The Nature of Giftedness --
Gifted Education in Practice --
Reading as Symbolising Giftedness --
CHAPTER 5: THE BREAKWELLS' TALE: CREATINGCULTURAL CAPITAL --
BACKGROUND --
THE STRUCTURE OF THE INTERVIEW --
A COMMITMENT TO TRADITION --
SOCIAL CLASS AND EDUCATION --
Social Class --
The Importance of Cultural Capital --
Positive Attitude to School --
Education as Intrinsically Valuable --
GIFTEDNESS --
The Nature of Giftedness --
The Effect of Labelling --
Gifted Education in Practice --
CHAPTER 6: THE NEWLANDS' TALE: GOING FOR ROOMAT THE TOP --
BACKGROUND --
THE STRUCTURE OF THE INTERVIEWS --
FINANCIAL AND SOCIAL STATUS --
SOCIAL CLASS AND EDUCATION --
The Value of Private Education --
Dumbing Down in Education --
Social Class --
Parental Involvement --
GIFTEDNESS --
Precociousness as the Signifier --
Giftedness as Innate --
Gifted Education in Practice --
CHAPTER 7: THE DESMONDS' TALE: DISCOVERING SCHOOL ASA LIBERATING FORCE --
BACKGROUND --
THE STRUCTURE OF THE INTERVIEWS --
DAMAGED BY SCHOOLING --
SOCIAL CLASS AND EDUCATION --
Social Class, Schooling and Occupation --
Attitude to School --
Instrumental View of Education --
Amanda's attitude to her school was particularly warm --
GIFTEDNESS --
The Nature of Giftedness --
Gifted Education in Practice --
The Role of Parental Support --
PART III: INTERPRETATIONS AND CONCLUSION --
CHAPTER 8: INTERPRETING THE FAMILIES' NARRATIVES. ADDRESSING THE RESEARCH QUESTIONS --
CHAPTER 9: IMPLICATIONS FOR POLICY AND THEORY --
INTRODUCTION --
CONSTRUCTIONS OF GIFTEDNESS --
The Family Context --
Carrying Vicarious Ambitions --
The Dominance of Entity Theories of Giftedness --
Giftedness and Inequity --
The Individualization of High Achievement --
Giftedness as Absorbing Knowledge --
The National Programme --
Experiencing Policy Failure --
FAMILIES, SOCIAL CLASS AND EDUCATIONAL VALUES --
Social Class Transgression and Trans-GenerationalFamily Cultures --
Parental Involvement in Schooling: Agency and Passivity --
Educational Values Seen Alongside Wider Family Values --
Social Equity and Policies for Giftedness: Some Lessons? --
CHAPTER 10: TOWARDS CULTURAL RELATIVISMAND INTERDISCIPLINARITY INRESEARCHING GIFTEDNESS --
INTRODUCTION --
THE CASE FOR CULTURAL RELATIVISM --
Origins of Research Reviews --
Culture-Dependent Concepts --
Towards Cultural Relativism in Giftedness --
An Agenda for Change --
BIBLIOGRAPHY --
INDEX --
AUTHOR QUERY.
Series Title: Advances in creativity and giftedness.

Abstract:

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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