The literature on education of gifted and talented is rather prominent in education library bookshelves. Extant works could loosely be classified into psychometrics-based empirical studies and corresponding conceptual speculations on the one hand and, controversies between pros and antis over policy and effect size of ability grouping that form the main bulk on the other hand. Across these categories, the sociocultural perspective is perhaps among the least visited and the latest to develop. Instead of a lineal comparative analysis of ‘this culture’ with ‘that culture’, this paper takes cue from existing empirical and theoretical scholarship in Confucian Heritage Culture to problematize the very sociocultural approach to high ability research and some of its customary claims: (1) a concept of high ability follows geographical frontiers of nation-states or, at best, language groups; (2) one nation consistently renders one concept of high ability; (3) a concept of high ability remains static unless a paradigm shift occurs in the academic field; and (4) hegemony of psychometrics even in sociocultural conceptualization of high ability.
|Publication status||Published - Feb 2014|