Resolving the Conflict in Gifted Education: The Missing Piece in Discussions of Inequity of Identification, Service, and Achievement for Advanced Learners
Document Type
Article
Publication Date
1-3-2022
Abstract
In the tradition of the qualitative researchers that come before me (e.g., Bourke, 2014), I will begin with a statement of my positionality. As a White member of the upper-middle class, I admittedly hold privilege and have been the beneficiary of the classist and racist structures that hold back true equity and inclusion. Therefore, it is my intention in this piece, not to speak for those who hold less privilege and power in our society, but to use my position to advocate for the inclusion of those voices that are less heard in our discourses.
Publication Title
Gifted Child Quarterly
Volume
66
Issue
2
First Page
134
Last Page
135
Digital Object Identifier (DOI)
https://doi.org/10.1177/00169862211037954
Citation Information
Gifted Child Quarterly. Volume: 66 issue: 2, page(s): 134-135 Article first published online: January 3, 2022; Issue published: April 1, 2022 Received: June 22, 2021; Accepted: July 20, 2021
Rights Statement
