Cigman, R;
(2006)
The Gifted Child: A Conceptual Enquiry.
Oxford Review of Education
, 32
(2)
pp. 197-212.
10.1080/03054980600645388.
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| Type: | Article |
|---|---|
| Title: | The Gifted Child: A Conceptual Enquiry |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1080/03054980600645388 |
| Additional information: | The concept of giftedness is frequently challenged on the grounds that it is 1) ragged 2) elitist 3) arbitrary and 4) unable to distinguish between the 'naturally gifted' and 'parentally pressured'. It is argued that these challnges can be met, and that there are compelling social justice reasons for articulating a nuanced concept of giftedness. (See RAE information on 2009 reprint) This is an electronic version of an article published in Cigman, Ruth (2006) The Gifted Child: A Conceptual Enquiry. Oxford Review of Education, 32 (2). pp. 197-212. Oxford Review of Education is available online at: http://www.informaworld.com/10.1080/03054980600645388 |
| Keywords: | Philosophy of education |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Education, Practice and Society |
| URI: | https://discovery.ucl.ac.uk/id/eprint/1530448 |
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