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2017 WCGTC Biennial World Conference

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2.1.6 Demystifying gifted: Race, representation, & restructuring

This study challenges the current construction of gifted education programs in the United States as being inculcated with racism, classism, and gender bias. Through a long history of inequality, a discourse has emerged creating barriers for marginalised gifted populations. Using a critical discourse-historical analysis approach and Foucauldian notions of power, the study helps to unravel the hegemonic practices that influenced the current state of gifted education programs. This research hopes to uncover barriers for marginalised gifted students so that issues may be reported and be restructured for a more just, equitable, and verdant education future for marginalised gifted students.

Author(s):

Lee Sapp
dlsapp21@students.tntech.edu
Tennessee Technological University
United States

Mr. Sapp is a former middle school social studies and literature teacher. Currently, he is a PhD student, research assistant, and secondary English education instructor in the College of Education (Curriculum & Instruction) at Tennessee Technological University in Cookeville, TN. His research focuses on at-risk and marginalized gifted education student populations as well as combating deficit-thinking in educational practices.

 

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