Literaturnachweis - Detailanzeige
Autor/in | Delaune, Andrea |
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Titel | Giftedness and Infancy/Toddlerhood: A Foucauldian Analysis of Discursive Constructions |
Quelle | In: Australasian Journal of Gifted Education, 32 (2023) 1, S.5-15 (11 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1323-9686 |
DOI | 10.21505/ajge.2023.0002 |
Schlagwörter | Gifted; Infants; Toddlers; Gifted Education; Social Influences; Political Influences; Power Structure; Social Justice; Definitions; Economic Factors; Early Childhood Education; Neoliberalism; Foreign Countries; New Zealand Begabter, Hoch Begabter; Infant; Toddler; Toddlers; Kleinkind; Infants; Sozialer Einfluss; Political influence; Politischer Einfluss; Soziale Gerechtigkeit; Begriffsbestimmung; Ökonomischer Faktor; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Neo-liberalism; Neoliberalismus; Ausland; Neuseeland |
Abstract | This conceptual research study examines the discursive constructions of giftedness, infancy/toddlerhood, and economics/neoliberalism to consider their implications in gifted education. This analysis is undertaken from a Foucauldian perspective and draws from concepts such as power/knowledge, discourses, disciplines, and power relationships to illustrate how these shape individuals within the gifted education milieu. Through an analysis of the layering of discourses, and the multiple subject positions which gifted infants/toddlers experience their formation of identity(ies), the reader is presented with opportunities to examine normative and alternate understandings of power/knowledge arrangements and reconsider the subjectivity of giftedness/infancy/toddlerhood anew. A further layering of economic discourses follows to expand the discussion and consider the gifted infant/toddler within wider social and political networks of power. This subsequent layering invites the reader to reconsider the discursive positioning of the gifted infant/toddler within wider discussions of equity and social justice. A final summation is offered to consider the possibilities of further post-structural analyses to extend rethinking giftedness through other theoretical concepts. (As Provided). |
Anmerkungen | Australian Association for the Education of the Gifted and Talented. School of Education, The University of New South Wales, Sydney NSW 2052, Australia. e-mail: EditorAJGE@aaegt.net.au; Web site: http://www.aaegt.net.au/?page_id=736 |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |