Genevieve Thraves & Michelle Bannister-Tyrrell
For over thirty years sporadic research has attempted to address the underrepresentation of Aboriginal students in gifted programs. What emerges from the literature is the need for cultural understanding, flexibility and sensitivity when dealing with definitional issues of giftedness, and cultural inclusivity when designing talent development programs that respond to the particular needs of gifted learners from Aboriginal backgrounds. This article will explore these issues and highlight the need for schools to value the funds of knowledge Aboriginal students bring to their classrooms, which in turn will allow for more appropriate identification protocols and programs to be put in place for these students.
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Keywords: giftedness, Aboriginal, underrepresentation, cultural inclusivity