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Decentering Whiteness in Gifted Education: Addressing the Needs of the Gifted “Others” Through Social Justice and Culturally Responsive Pedagogies
Gifted Child Quarterly ( IF 3.0 ) Pub Date : 2022-01-03 , DOI: 10.1177/00169862211037713
Rhoda Myra Garces-Bacsal 1 , Hala Elhoweris 1
Affiliation  

Peters’ (2021, this issue) article addresses the arguably most pressing issue in gifted education to date: achieving equity among the disadvantaged gifted, whom Peters identified as Black, Latinx, and Native Americans; students with special educational needs and/or served through English language learner programs; and/or coming from low-income households. Moreover, Peters pointed out that there are some students from Asian (of Chinese and Korean ethnicity) and White racial groups who are overrepresented in gifted and talented (G & T) programs.

中文翻译:

在天才教育中去中心化白人:通过社会正义和文化响应式教学法解决天才“其他人”的需求

彼得斯(2021 年,本期)的文章解决了迄今为止天才教育中可以说是最紧迫的问题:在弱势天才中实现公平,彼得斯将这些人定义为黑人、拉丁裔和美洲原住民;有特殊教育需求和/或通过英语学习者计划服务的学生;和/或来自低收入家庭。此外,彼得斯指出,有一些来自亚洲(华裔和韩裔)和白人种族的学生在天才和才华(G&T)课程中所占比例过高。
更新日期:2022-01-03
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