The color of giftedness: A policy genealogy implicating educators past, present, and future

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Katherine Cumings Mansfield, Associate Professor (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site:

Abstract: This article offers a critical rereading of gifted education in the United States using a genealogical framework as defined by postcolonial theory. Using genealogy is appropriate because it sets the education profession within a family research tradition, implies the close connection between past and present, and enables us to systematically trace the evolution of exclusionary practices. The purpose of this article is to (a) demonstrate the utility of using historical research to undergird justice work in education, (b) show how gifted education policies and practices in the United States operate under a global context of whiteness and colonization, and (c) foster dialogue around ways educators can begin to disrupt taken-for-granted assumptions and work toward establishing more equitable schooling processes and outcomes.

Additional Information

Educational Studies, 52(4), 1-24. DOI: 10.1080/00131946.2016.1190364
Language: English
Date: 2016
giftedness, gifted education, postcolonial theory, racism in education

Email this document to