Resolving the Conflict in Gifted Education: The Missing Piece in Discussions of Inequity of Identification, Service, and Achievement for Advanced Learners
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.
Gifted Child Quarterly
Digital Object Identifier (DOI)
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