Gifted education and ideology: the growth of the gifted education movement in South Africa

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dc.contributor.advisorBreen, Chrisen_ZA
dc.contributor.authorDewar, Merilynen_ZA
dc.date.accessioned2015-10-30T10:48:44Z
dc.date.available2015-10-30T10:48:44Z
dc.date.issued1986en_ZA
dc.descriptionIncludes bibliography.en_ZA
dc.description.abstractAlthough the provision of education for gifted pupils has been widely criticised as elitist by liberals and radicals alike, this charge has never been specifically substantiated. In this dissertation, the relationship of socially defined giftedness to social power is explored from two major directions. The first is through an analysis of the ideology in theory conventionally informing gifted education, including selected information-processing models of intellect and creativity, theories of emotional and intellectual development, and justifications for gifted education in terms of social benefits. The second direction is through a historical analysis of the dramatic growth of the gifted education movement in the South African social and political context. Explanations for this growth are suggested and are explored through examining four selected issues in the South African context (i) the rhetoric of the gifted education movement, (ii) the changing role of the private associations advocating gifted education, (iii) the process of official acceptance of gifted education, (iv) the role of the HSRC, including discussion of the proposed national policy for gifted education. In these analyses, it is demonstrated thta gifted education is contributing to the complex reproduction of social relations and therefore inhibiting significant social change. It is concluded that a case can be made for the provision of gifted education but that there is an urgent' need for gifted education theory which is adequately formulated in terms of South African social reality, and for specific interventive strategies to offset the elitist function of gifted education and to redistribute its benefits.en_ZA
dc.identifier.apacitationDewar, M. (1986). <i>Gifted education and ideology : the growth of the gifted education movement in South Africa</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,School of Education. Retrieved from http://hdl.handle.net/11427/14570en_ZA
dc.identifier.chicagocitationDewar, Merilyn. <i>"Gifted education and ideology : the growth of the gifted education movement in South Africa."</i> Thesis., University of Cape Town ,Faculty of Humanities ,School of Education, 1986. http://hdl.handle.net/11427/14570en_ZA
dc.identifier.citationDewar, M. 1986. Gifted education and ideology : the growth of the gifted education movement in South Africa. University of Cape Town.en_ZA
dc.identifier.risTY - Thesis / Dissertation AU - Dewar, Merilyn AB - Although the provision of education for gifted pupils has been widely criticised as elitist by liberals and radicals alike, this charge has never been specifically substantiated. In this dissertation, the relationship of socially defined giftedness to social power is explored from two major directions. The first is through an analysis of the ideology in theory conventionally informing gifted education, including selected information-processing models of intellect and creativity, theories of emotional and intellectual development, and justifications for gifted education in terms of social benefits. The second direction is through a historical analysis of the dramatic growth of the gifted education movement in the South African social and political context. Explanations for this growth are suggested and are explored through examining four selected issues in the South African context (i) the rhetoric of the gifted education movement, (ii) the changing role of the private associations advocating gifted education, (iii) the process of official acceptance of gifted education, (iv) the role of the HSRC, including discussion of the proposed national policy for gifted education. In these analyses, it is demonstrated thta gifted education is contributing to the complex reproduction of social relations and therefore inhibiting significant social change. It is concluded that a case can be made for the provision of gifted education but that there is an urgent' need for gifted education theory which is adequately formulated in terms of South African social reality, and for specific interventive strategies to offset the elitist function of gifted education and to redistribute its benefits. DA - 1986 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 1986 T1 - Gifted education and ideology : the growth of the gifted education movement in South Africa TI - Gifted education and ideology : the growth of the gifted education movement in South Africa UR - http://hdl.handle.net/11427/14570 ER -en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/14570
dc.identifier.vancouvercitationDewar M. Gifted education and ideology : the growth of the gifted education movement in South Africa. [Thesis]. University of Cape Town ,Faculty of Humanities ,School of Education, 1986 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/14570en_ZA
dc.language.isoengen_ZA
dc.publisher.departmentSchool of Educationen_ZA
dc.publisher.facultyFaculty of Humanitiesen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.subject.otherEducational sociologyen_ZA
dc.subject.otherGifted children - Educationen_ZA
dc.titleGifted education and ideology: the growth of the gifted education movement in South Africaen_ZA
dc.typeMaster Thesis
dc.type.qualificationlevelMasters
dc.type.qualificationnameMPhilen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceThesisen_ZA
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