Sociocultural conception of giftedness and Confucian heritage

Research output: Contribution to conferencePaper

Abstract

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.
Original languageEnglish
Publication statusPublished - Feb 2014

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ability
psychometrics
language group
speculation
hegemony
grouping
nation state
education
paradigm

Citation

Park, J. (2014, February). Sociocultural conception of giftedness and Confucian heritage. Paper presented at the Comparative Education Society of Hong Kong (CESHK) Annual Conference 2014: Policy and educational development in a global context, HKU School of Professional and Continuing Education, Hong Kong.