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

Link to Full Text

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