Integrating Multicultural and Gifted Education
A Curricular Framework
Bibliographic Data
| ID | 4254677 |
|---|---|
| Authors | Donna Y Ford (0000-0002-5853-7463, corresponding author) |
| Year | 2005 |
| Volume | 44 |
| Issue | 2 |
| Pages | 125-137 |
| Publication date | 2005-05-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Theory Into Practice (JOURNAL) |
| Journal identifiers | ISSN: 0040-5841 • E-ISSN: 1527-2532 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1207/s15430421tip4402_7 |
| OpenAlex | W2081982715 |
| Language | EN |
| Citations received | 3 |
| References cited | 6 |
This article raises a number of critical questions related to multiculturalism and gifted education. In particular, the authors suggest that culturally relevant content is lacking in gifted education programs. They make the case that gifted students of color are being shortchanged by gifted education programs that lack infusion of diversity issues; these students would benefit substantially from gifted education programs that infuse multiculturalism throughout the curricula. Last, but not least, the article introduces and discusses the Ford and Harris (1999) model for infusing multiculturalism in gifted education programs. A STATED THROUGHOUT this special theme issue, gifted education faces critical challenges as the nation becomes increasingly diverse. With the increasing diversity, there comes the need to change many school practices, not only in terms of increasing the representation of students of color in gifted education but also in terms of more effectively meeting the academic needs of students who are gifted and diverse. In other words, once gifted students of color are recruited (i.e., identified and placed), public schools are challenged to address the following questions: (a) How do we serve gifted minority students? (b) What are their academic needs? And (c) What are their interests? Over the years, many scholars of gifted education (Ford, Grantham, & Harris, 1996; Ford & Harris, 1999) have stressed the importance as well as the need for infusing multicultural education into the gifted education curricula. These scholars have also suggested that these fields combined offer great promise for meeting the pedagogical, cultural, and learning needs of students of color, especially in gifted education. In this article, we further the discourse by also stressing the impor
Cultural pluralism · Gifted education · Mathematics education · Multicultural education · Multiculturalism · Pedagogy · Sociology · Education, Achievement, and Giftedness · Parental Involvement in Education · Psychology · Teacher Professional Development and Motivation
| Citations per year | 0.17 |
|---|---|
| Citation span | 2008 - 2014 (7) |
| Highly cited | No |