Deconstructing discourse to reconstruct career possibilities for gifted learners

In examining dominant discourses affecting their career development, this article explores the deconstruction and reconstruction of career narratives for gifted learners. Leveraging career construction theory and especially the associated intervention of deconstruction, this article emphasizes childhood career development with holistic approaches to develop gifted individuals’ narratives, and proposes practices to enhance their career adaptability. Furthermore, this article calls for reconceptualizing career success for gifted individuals to facilitate their ability to construct authentic and fulfilling career paths.