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International Studies in Sociology of Education Volume 24, 2014 - Issue 4: The 'high ability' debate
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Articles

Naming giftedness: whiteness and ability discourse in US schools

Lauren StarkDepartment of Leadership, Foundations, & Policy, University of Virginia, Charlottesville, VA, USACorrespondence[email protected]
Pages 394-414 | Received 01 Apr 2014, Accepted 29 Oct 2014, Published online: 15 Dec 2014

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Daphne Oluwaseun Martschenko. (2023) Normalizing race in (gifted) education: genomics and spaces of White exceptionalism. Critical Studies in Education 64:1, pages 67-83.
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Maria Kromidas. (2019) Towards the human, after the child of Man: Seeing the child differently in teacher education. Curriculum Inquiry 49:1, pages 65-89.
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Lindsay Wright. (2023) Teaching Talent: Beginning and/as Method in Two American Violin Studios. Ethnomusicology 67:3, pages 315-340.
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Yao Yang & Marcia L. Gentry. (2022) *Striving to Excel in STEM: Insights From Underrepresented, Minoritized Graduate Students With High Academic Ability. Gifted Child Quarterly 67:2, pages 110-136.
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Carlos Serrano. (2022) Schooling in the University Town: The Racial Capitalist Foundations of Education. Antipode 55:2, pages 599-619.
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Amy L. Ferrell & Ray Black. (2019) Of the Coming of John: A Contemporary Counter-Story of Race and Gifted Education. Urban Education 58:1, pages 119-144.
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Virginia Riel, Toby L. Parcel, Roslyn Arlin Mickelson & Stephen Samuel Smith. (2018) Do magnet and charter schools exacerbate or ameliorate inequality?. Sociology Compass 12:9.
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