ERIC Number: EJ942094
Record Type: Journal
Publication Date: 2011-Sep
Abstractor: As Provided
Reference Count: 44
Critical Differentiation and the Twice Oppressed: Social Class and Giftedness
Latz, Amanda O.; Adams, Cheryll M.
Journal for the Education of the Gifted, v34 n5 p773-789 Sep 2011
Within disciplines, certain theoretical, ontological, and heuristic frameworks evolve toward axiomatic status over time. This evolution can limit disciplinary growth. Interdisciplinary theorizing can introduce trouble into such frameworks and add the tension necessary for the creation of new knowledge. This theoretical essay provides educators with new ways of thinking about teaching disadvantaged gifted youth. Differentiation, an educational philosophy, is reconceptualized as a form of critical pedagogy termed "critical differentiation." The concept of the "twice oppressed" is presented. This concept suggests that it is possible for children to be oppressed based on social category as well as gifted classification. As in the case of the twice exceptional child who may struggle in classrooms with both dyslexia and giftedness, the twice oppressed child may struggle with both poverty and giftedness. Critical differentiation, or a merger of critical pedagogy and differentiation, may become a step toward resolving this conundrum. The concept of critical differentiation is explicated in this essay, along with sample lesson ideas and suggestions for framing research endeavors.
Descriptors: Critical Theory, Social Class, Gifted, Educational Philosophy, Disadvantaged Youth, Models, Teaching Methods, Poverty, Research, Theories, Teacher Attitudes, Teacher Student Relationship
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Publication Type: Journal Articles; Reports - Descriptive
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