Constructing and deconstructing giftedness: A reflective conversation between Tim Dracup, architect of England's National Gifted and Talented Education Programme from 1996 to 2009, and Barry Hymer, Professor of Psychology in Education, University of Cumbria, UK. (January 2014)

• Record Type: Journal Article
• Authors: Hymer, Barry
• Editors: Wallace, Belle
• Other Names: Hymer Barry guest-editor.
• Is Part Of: Gifted education international. Volume 30:Number 1(2014:Jan.)
• Page Start: 5
• Page End: 23
• Publication Date: 2014-01
• Subjects: Giftedness -- social constructivism -- empirical evidence -- ontology -- epistemology -- ideology; Gifted children -- Education -- Periodicals; 371.9505
• DOI: 10.1177/0261429413480418
• Languages: English
• ISSNs: 0261-4294

Abstract

This conversation was prompted by a blog entry posted by Tim Dracup in January 2012. The subsequent e-exchange between Tim and Barry Hymer explored a number of issues central to the nature and aetiology of giftedness, confronting these issues from contrasting ontological and epistemological stances. As a result, their conversation includes arguments over the value of social constructivism and the nature of 'empirical evidence', equity and incidence, and related socio-political factors. Areas of agreement and continuing disagreement are provided. The subsequent exchange has been lightly edited and abridged for the purposes of this journal. Barry's contributions are italicised.