Conceptions of Giftedness
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Conceptions of Giftedness by Shane N. Phillipson
Book DescriptionThe effective education of gifted children is one of the most significant challenges facing educational systems in many countries around the world, made particularly difficult by the forces of globalization. Conceptions of Giftedness describes the unique and varied ways cultures conceive of giftedness. As language influences perception, different ideas of giftedness may embody different ways of thinking, especially in the areas of creativity and problem solving. This important new volume in special education encourages the understanding, appreciation, and preservation of our "intellectual diversity." Contributing authors to this book are authorities in the field of gifted education, and represent a range of languages and cultures, including Western, Chinese, Japanese, Australian Aboriginal and Malay cultures. Each chapter describes giftedness from one cultural perspective within the global context, resulting in both local and global educational implications. Conceptions of Giftedness appeals to an international audience, and will serve as a primary and/or secondary resource for scholars, teachers, and undergraduate and postgraduate students interested in gifted education. Its distinctive universal perspective will attract sociolinguists and anthropologists, as well as educators.
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Book DetailsISBN: 9780805857511
(229mm x 152mm x 27mm)
Imprint: Lawrence Erlbaum Associates Inc
Publisher: Taylor & Francis Inc
Publish Date: 13-Mar-2007
Country of Publication: United States
Books By Author Shane N. Phillipson
Exceptionality in East Asia, Hardback (January 2013)
Using the actiotope model of giftedness to integrate a broad range of research, this book features a number of chapters written by internationally recognized scholars in a frank and lively discussion about the origins of exceptionality in students from East Asia.
Learning and Teaching in the Chinese Classroom, Paperback (October 2011)» View all books by Shane N. Phillipson
This book provides an essential starting point for understanding the contexts of learning and teaching in the Chinese classroom. Drawing upon recent research in Hong Kong, Taiwan, Singapore and China, the book will bridges the gap between traditional texts on educational psychology and the unique nature of the Chinese learner and their teacher.
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