A Postcolonial Perspective on the Systemic Theory of Gifted Education

Autor/in	Christie, Michael
Titel	A Postcolonial Perspective on the Systemic Theory of Gifted Education
Quelle	In: High Ability Studies, 23 (2012) 1, S.39-41 (3 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-8139
DOI	10.1080/13598139.2012.679088
Schlagwörter	Stellungnahme; Gifted; Indigenous Populations; Foreign Countries; Epistemology; Culturally Relevant Education; Teaching Methods; Uncommonly Taught Languages; Indigenous Knowledge; Educational Theories; Ceremonies; Australia + Suchen Sie Ihr Suchwort? Begabter, Hoch Begabter; Sinti und Roma; Ausland; Erkenntnistheorie; Teaching method; Lehrmethode; Unterrichtsmethode; Minderheitensprache; Educational theory; Theory of education; Bildungstheorie; Zeremoniell; Australien
Abstract	A systemic theory of gifted education, and in particular the notion of the actiotope receives surprising support from an epistemology until recently largely unrecognized and undervalued--that of Australian Aborigines. As part of an ongoing transdisciplinary collaborative research practice, a group Yolngu (north east Arnhem Land Aboriginal) elders have been advising education authorities on culturally appropriate approaches to the education of young people in remote communities, including the education of gifted children. Yolngu grow up speaking Australian languages within communities which maintain traditional cultural and ceremonial lives. Their knowledge authorities work to ensure that the practices of schooling enhance rather than undermine the always ongoing traditional collective practices of remaking strong Aboriginal culture into the new generation. In this article, the author first shares a story, then provides three comments on the systemic theory. (Contains 1 note.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10