So, Mike, reading between the lines of your "question with a question," there is no socio-historical literature on gifted education, per se, because a socio-historical analysis tends to deconstruct the construct of giftedness. Is that the trajectory of your response?
Mike Cole <lchcmike who-is-at gmail.com>
06/02/2005 04:38 PM MST
Please respond to mcole
bcc: David H Kirshner/dkirsh/LSU
Subject: Re: The Intersections of Sociocultural Theory and Gifted Education
I come from a tradition that likes to answer a question with a question, Kimberly.
What, from a cultural-historical perspective, would be a way of defining "gifted"? What
would change about the theoretical concepts one would bring to bear, for example,
in thinking about effective pedagogy for gifted versus (say) average students?
My guess is that answer to such questions might help you frame an answer to the one
that was posed.
On 6/2/05, Kimberly N Mcglonn <firstname.lastname@example.org> wrote:
I'm a doctoral candidate who's in the process of preparing to defend my
general exams. One of my exam questions centers on the intersections of
sociocultural theory and gifted education. The exact question (more or
less) is as follows:
What are the intersections of socio-cultural theory and gifted education?
More specifically, how is the training/education of teachers of the gifted,
informed by the notions presented through this framework?
Is there anyone out there who has read research (recently or not), who can
be of any assistance?
Many, many thanks.
This archive was generated by hypermail 2b29 : Fri Jul 01 2005 - 01:00:06 PDT