Abstract
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- Volume 12
- Issue 3
- Publication Date: Spring 2001
Direction of Gifted Education in the First Decade of the 21st Century: A Step Back, Continuity, and New Directions
Line Massé
Beginning an academic career at the dawn of a new millennium offers an excellent opportunity to take stock of gifted education and to think about the future. In the last two decades, educational movements stressing equity have resulted in the elimination or reduction of programs for gifted students in many North American states and school districts (Massé, in press; Richert, 1997). Elitist practices in identification and programming put support for gifted programs in jeopardy (Margolin, 1996; Sapon-Shevin, 1996). If programs are to survive attacks from many quarters, and if gifted education is to advance, it is essential to question some of our paradigms or practices and to develop new directions. I humbly offer a few ideas on five points: gifts or talent as entities, philosophy of gifted education, identification, programs, and challenges that lie ahead.
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