Gifts, talents and meritocracy.

Autor/inn/en	Radnor, Hilary; Koshy, Valsa; Taylor, Alexis
Titel	Gifts, talents and meritocracy.
Quelle	In: Journal of education policy, 22 (2007) 3, S. 283-299Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0268-0939; 1464-5106
DOI	10.1080/02680930701269186
Schlagwörter	Interview; Methodologie; Hochbegabung; Bildungspolitik; Großbritannien; Interview; Koordination; Lehrer; Schule; Stadt; Bildungspolitik; Hochbegabung; Methodologie; Förderung; Auswahl; Förderung; Schule; Lehrer; Bildungsprogramm; Stadt; Auswahl; Koordination; Initiativgruppe; Großbritannien
Abstract	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. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2008/2