Tensions with the term 'gifted': New Zealand infant and toddler teachers' perpectives on giftedness

Abstract

There is much contention surrounding the term 'gifted' within Aotearoa New Zealand and international literature. Five teachers who were identified as exemplary teachers of gifted infants and toddlers by surveyed gifted and early childhood communities participated in this study. Whilst the majority of the community members used the term 'gifted' comfortably, the minority of teachers within the study were not confident to do so. Their reluctance to use the term gifted is examined through the power/knowledge dynamic drawing from the theory of Michel Foucault. This study found that giftedness was normalised or abnormalised according to the perspectives of the teachers, promoting particular ways of viewing the child. There was found to be a significant disconnect between the teachers' and communities' usage of the term 'gifted' which holds implications for their 'exemplary' designation.