Not White Saviors, but Critical Scholars: The Need for Gifted Critical Race Theory
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Date
2022
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Authors
Novak, Angela Marie
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Abstract
Gifted Black and Brown students are not voiceless; their voices are suffocated under the knee of systemic
racism and white supremacy. This chapter proposes that the field of gifted education advocates for needed structural and systemic change through the discourse of critical race theory. A model of gifted critical
race studies (GTCrit) is presented and described as both a way to understand race and racism in gifted
education and to drive social change. GTCrit theorizes about the ways in which race, racism, ability,
potentiality, and deficit ideology are built into daily interactions and discourses, informal and formal
policies and procedures, and systems and structures of education, which disproportionately impact
students of color qualitatively differently than white students.
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The chapter was published in Creating Equitable Services for the Gifted: Protocols for Identification, Implementation, and Evaluation, In J. Nyberg, & J. Manzone (Eds.), IGI Global.
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Novak, A. M. (2022). Not White Saviors, but Critical Scholars: The Need for Gifted Critical Race Theory. In J. Nyberg, & J. Manzone (Eds.), Creating Equitable Services for the Gifted: Protocols for Identification, Implementation, and Evaluation (pp. 246-262). IGI Global. https://doi.org/10.4018/978-1-7998-8153-7.ch016
DOI
10.4018/978-1-7998-8153-7.ch016