Conceptions of Giftedness in a Global, Modern World: Where are We at in Aotearoa New Zealand, 2012?

Abstract

Conceptions of giftedness have undergone several paradigm shifts in recent decades. Giftedness in the New Zealand context has been influenced by these shifts and consequently there are implications for educators in New Zealand. Conceptual understandings influence the pedagogical decisions made about gifted education as a whole and it is thus important for educators to be confident in their understanding of the conceptions that guide programmes and policy in their own school or centre. This paper reviews some of the current debates around the concept of giftedness and talent and relates these trends to concepts described in the New Zealand based literature of the last decade. The lack of common conceptualisations of giftedness in New Zealand is questioned with a recommendation that teachers are helped to become more knowledgeable about current conceptualisations which in turn may provide them with a sounder framework for underpinning pedagogical decisions.