Gifts, talents and meritocracy
Bibliographic Data
| ID | 11488574 |
|---|---|
| Authors | Hilary Radnor (University of Exeter, corresponding author), Valsa Koshy (Brunel University of London), Alexis Taylor (Brunel University of London) |
| Year | 2007 |
| Volume | 22 |
| Issue | 3 |
| Pages | 283-299 |
| Publication date | 2007-05-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Education Policy (JOURNAL) |
| Journal identifiers | ISSN: 0268-0939 • E-ISSN: 1464-5106 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02680930701269186 |
| OpenAlex | W2078052357 |
| Language | EN |
| Citations received | 9 |
| References cited | 17 |
This paper investigates aspects of policy implementation that relate to ‘Excellence in Cities’, a UK government initiative. Local Education Authority (LEA) personnel and school teachers, responsible for implementing the Gifted and Talented (G&T) strand of that initiative, were interviewed. These co‐ordinators were involved in the selection of school students to participate in an interventionist programme, the Urban Scholars programme at Brunel University. The Urban Scholars programme has nine participating LEAs in the London region. The LEA co‐ordinator and one school co‐ordinator from each authority were interviewed through a semi‐structured interview schedule. They were asked the question: ‘What influenced your choice of school student for the Urban Scholars programme?’ This generated data on their definitions of gifted and talented and the way the register of pupils, selected as gifted and talented, was socially constructed. The analysis of the responses to this question suggests that the social construction of the G&T register is an example of what had been described in policy sociology literature as performativity and fabrication. Further, we found that the LEA and school co‐ordinators were struggling to align their educational philosophy with a selection process that offers particular children extra resources. The dissonance between policy and practice highlights the concept of meritocracy as problematic
Cognitive dissonance · Excellence · Government (linguistics · Meritocracy · Pedagogy · Performativity · Political science · Public relations · Sociology · Gender Studies · Global Education and Multiculturalism · Global Educational Policies and Reforms · Psychology · Public Administration · Youth Education and Societal Dynamics
Young, talented dancers in contemporary dance training
Interrogating the Talent Pipeline
Meritocracy, policy and pedagogy
Extending sociological theorising on high ability
The landscape of gifted and talented education in England and Wales
Meritocracy, social mobility and a new form of class domination
Are we being de‐gifted, Miss?’ Primary school gifted and talented co‐ordinators’ responses to the Gifted and Talented Education Policy in England
A Educação Como Direito Num Mundo Desigual
Negotiating and contesting 'success
Talented teenagers
Class Strategies and the Education Market
Growing Up Girl
Frames of mind
Contemporary Research in the Sociology of Education (RLE Edu L)
The Forms of Capital
Performativities and fabrications in the education economy
Educating the very able
Narrowed horizons and the impoverishment of educational discourse
Education, social class and social exclusion
New Labour's education policy
The value of non‐participation in higher education
Bettering Yourself'? Discourses of risk, cost and benefit in ethnically diverse, young working-class non-participants' constructions of higher education
Quality and Public Services
Finding or losing yourself
The teacher's soul and the terrors of performativity
| Unique citing works | 9 |
|---|---|
| Citations per year | 0,64 |
| Citation span | 2012 - 2026 (15) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 9 |