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2.2.5 Culture for knowing giftedness among children: Towards a research praxis
This study attempts to explore how culture is necessary in children’s giftedness research. Culture is unveiled firstly as a theoretical concept of giftedness with epistemological grounding, distinct meanings, and application and secondly as an underpinning of giftedness. Children’s culture and development mutually constitute each other. Achievement is intrinsic to culture and is a cultural process. Children inhabit an environment constructed through centuries of human endeavour. They come to participate in culturally defined ways of thinking, creating, and performing. Diversity, relativism, and inclusion are key approaches to having insight into giftedness in cultural context.