Modifikace kurikula jako „příležitost“ k elitářství nadaných žáků

Abstract

Elitism in education is often applied by a different and prefered approach to students belonging to the so-called elite. This elite is segregated and developed, often at the expense of the needs of other students. Can elitism be one of the problems of pedagogical practice with intellectually gifted students in ordinary inclusive primary schools? We carried out qualitative research in the environment of ordinary primary schools by observing school lessons and interviews with teachers. We spent 70 hours in eight schools, tracking 24 gifted students. The aim was to identify and describe the pedagogical situations leading to the elitism of gifted pupils. We focused on teachers as the creator of a modified curriculum for gifted pupils, which gives space for the emergence of elitism. We analyzed the data using open and axial coding. We found that teachers apply pedagogical situations leading to the elitism of gifted pupils, in all components of the modified curriculum, but especially in pedagogical strategies such as extracurricular activities, gifted as a teacher's assistant, complementary tasks and group work. Finally, the features of the curriculum leading to elitism are defined. Research highlights one of the negative consequences of increasing formal support of giftedness.