Giftedness and Infancy/Toddlerhood: A Foucauldian Analysis of Discursive Constructions

Autor/in	Delaune, Andrea
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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