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Additional resources for ASQ's foundations in quality self-directed learning series. Quality 101
It conflates two key concepts in gifted education in China: the statistical meaning of being ‘relatively superior to most normal children’ and the role of God-given talent. ‘Gifted’ in Chinese, ‘tian cai’, means ‘the gods’ bestowal upon man’ (Shi and Zha 2000: 758). Historical inequity, colonial rules, political struggles, civil unrest and lack of funding have dominated educational development in Africa and Latin America over the last century and the notion of singling out a small group for special treatment is reminiscent of elitist practices of the past (Taylor and Kokot 2000: 803).
Yet we do hold a pervasive, insidious bias when it comes to talent development. All gifts are equal, we seem to say, but some gifts are more equal than others. […] Our bias becomes apparent, however, when the children’s precocity is sited in the cognitive domain. (Gross 1999: 3) Many Asian societies account for individual differences and high ability through effort, with an emphasis on ‘teacher skill and pupil diligence’. These countries tend to develop programmes with aims of economic development and of maximising the nation’s human resources.
They exist as tangible entities within the individual. Theories and models assume a right and wrong posture about the teaching and learning process and are based on the principle of diagnosis – the goal of which is to document defects – and cure. Thus, categorisation and segregation are supported within the education system. However, while this diagnosis forms the basis for intervention, responsibility for the ‘cure’ is placed on the learner. Learning in the reductionist paradigm is an individual endeavour.