In this essay, I argue that gifted education is the flip side of the “pedagogy of the oppressed”; that it is a strategy to single out the children of the affluent for training in leadership and dominance. Contrary to stereotypes usually associated with gifted education, this pedagogy is not characterized by academic rigor but is organized around the personal and social traits associated with the gifted themselves.
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Leslie Margolin (1996) studied this question.
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