Rethinking gifted education in South Africa

Author:

Oswald Marietjie1,Rabie Erika1

Affiliation:

1. Stellenbosch University, South Africa

Abstract

In this article, we report the findings of a qualitative, collective case study exploring the academic experiences of six grade 11 gifted students in two schools in diverse socio-economic communities in rural Western South Africa. Gifted students represent an important component of a nation’s intellectual capital. They possess the qualities needed to find innovative solutions for many scientific and social challenges. Despite inclusive education policy initiatives aimed at ensuring quality education for all, the extant research indicates that gifted students from all socio-economic levels and cultures are neglected in South African classrooms. In this study, the voices of the students themselves were analysed. Whilst they are on the receiving end of education policy and teaching initiatives, their contributions are seldom sought. Our data collection methods included multiple measures and six in-depth individual semi-structured interviews as well as a focus group interview with all the subjects. The informal findings showed that academically gifted students from both affluent and disadvantaged backgrounds face similar challenges. They often feel neglected and academically under-stimulated. Recommendations were made to address their needs more appropriately.

Publisher

SAGE Publications

Subject

Developmental and Educational Psychology,Education

Cited by 3 articles. 订阅此论文施引文献 订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献

1. Empowering Teachers Through Self-Directed Learning;Advances in Educational Marketing, Administration, and Leadership;2024-07-12

2. Experiences of Gifted Mathematics Students in Mainstream Classrooms;Malta Journal of Education;2024-05-05

3. The State of Knowledge in Rural Gifted Education: A Systematic Literature Review;Journal of Advanced Academics;2022-02-15

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