The Theory of Participatory Giftedness: A New Direction for the Conception of Giftedness in the Saudi Educational Context

(Faisal Y. Alamiri)

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Abstract

Recent accelerating developments in education have led to rethinking giftedness and how gifted programmes follow such developments. The study introduces a new direction for defining giftedness aligned with the theory of participatory giftedness. The study discusses the philosophical and scholarly foundations of the Participatory Model of Giftedness and the extent to which this model might be adaptable in the Saudi educational context, based on the opinions of a sample of six participants who work as supervisors of gifted programmes in public schools. A qualitative approach was used to collect data through focus group interviews. In general, the study indicates how participants acquire new attitudes and visions towards the conception of giftedness and its practices in the Saudi educational context. The study addresses the need to consider the philosophical and epistemological foundations and understand the nature of giftedness and how it emerges and develops in order to reach a comprehensive conceptualisation of giftedness and provide appropriate opportunities to enhance all students’ talents and abilities.

KEYWORDS
Participatory giftedness, context, interaction, creative productivity.

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References

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