Policy Intersections on Education for the Gifted and Talented in China and Denmark

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Resumé

Inclusion and excellence are keywords in global education policies, which are widely aimed at both.
Sometimes these aims are even combined, when policies aim to cater to the needs of those
considered excluded because they are particularly talented. This is due in Denmark since 2011,
when talent development in the educational system was launched as an explicit policy objective.
While setting up special programs for the gifted and talented is a recent phenomenon in the Nordic
countries with their strong traditions for an un-streamed comprehensive school, China has had
middle school gifted education classes for more than three decades. This chapter explores what
assumptions about excellence in education are expressed in such curricular provisions for the
‘gifted and talented’. By focusing on selected programs and policies for gifted and talented students
in China and Denmark, it aims to understand what terms of giftedness and talents are implied, when
policy makers aim to identify and develop the talents of particular student groups. The general aim
of the chapter is to identify policy intersections on education policies for the gifted and talented in
China and Denmark and understand their local particularities. National practices of ‘gifted and
talented’ policies are widely departing in and relating to global policies, but they also remain
national and localized, reflecting and affecting differing dispositions. The analysis applies
distinctions on talent from different talent models and distinguishes between potentials and
achievement, critical states versus exceptional performances, nature versus nurture, between
identifying by subjecting individuals to objective measurement versus normative judgment shaped
by culture and approaches of segregation versus inclusion.
OriginalsprogEngelsk
TitelNordic-Chinese Intersections within Education
RedaktørerHaiqin Liu, Fred Dervin, Xiangyun Du
Antal sider24
ForlagPalgrave Macmillan
Publikationsdato2019
ISBN (Trykt)978-3-030-28587-6
ISBN (Elektronisk)978-3-030-28588-3
StatusUdgivet - 2019
NavnPalgrave Studies on Chinese Education in a Global Perspective
Nummer12

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Denmark
China
education
inclusion
nature-nurture
comprehensive school
educational system
disposition
segregation
school
performance
Group
student

Citer dette

Rasmussen, A. (2019). Policy Intersections on Education for the Gifted and Talented in China and Denmark. I H. Liu, F. Dervin, & X. Du (red.), Nordic-Chinese Intersections within Education Palgrave Macmillan. Palgrave Studies on Chinese Education in a Global Perspective, Nr. 12
Rasmussen, Annette. / Policy Intersections on Education for the Gifted and Talented in China and Denmark. Nordic-Chinese Intersections within Education. red. / Haiqin Liu ; Fred Dervin ; Xiangyun Du. Palgrave Macmillan, 2019. (Palgrave Studies on Chinese Education in a Global Perspective; Nr. 12).
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abstract = "Inclusion and excellence are keywords in global education policies, which are widely aimed at both.Sometimes these aims are even combined, when policies aim to cater to the needs of thoseconsidered excluded because they are particularly talented. This is due in Denmark since 2011,when talent development in the educational system was launched as an explicit policy objective.While setting up special programs for the gifted and talented is a recent phenomenon in the Nordiccountries with their strong traditions for an un-streamed comprehensive school, China has hadmiddle school gifted education classes for more than three decades. This chapter explores whatassumptions about excellence in education are expressed in such curricular provisions for the‘gifted and talented’. By focusing on selected programs and policies for gifted and talented studentsin China and Denmark, it aims to understand what terms of giftedness and talents are implied, whenpolicy makers aim to identify and develop the talents of particular student groups. The general aimof the chapter is to identify policy intersections on education policies for the gifted and talented inChina and Denmark and understand their local particularities. National practices of ‘gifted andtalented’ policies are widely departing in and relating to global policies, but they also remainnational and localized, reflecting and affecting differing dispositions. The analysis appliesdistinctions on talent from different talent models and distinguishes between potentials andachievement, critical states versus exceptional performances, nature versus nurture, betweenidentifying by subjecting individuals to objective measurement versus normative judgment shapedby culture and approaches of segregation versus inclusion.",
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Rasmussen, A 2019, Policy Intersections on Education for the Gifted and Talented in China and Denmark. i H Liu, F Dervin & X Du (red), Nordic-Chinese Intersections within Education. Palgrave Macmillan, Palgrave Studies on Chinese Education in a Global Perspective, nr. 12.

Policy Intersections on Education for the Gifted and Talented in China and Denmark. / Rasmussen, Annette.

Nordic-Chinese Intersections within Education. red. / Haiqin Liu; Fred Dervin; Xiangyun Du. Palgrave Macmillan, 2019. (Palgrave Studies on Chinese Education in a Global Perspective; Nr. 12).

Publikation: Bidrag til bog/antologi/rapport/konference proceedingBidrag til bog/antologiForskningpeer review

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Rasmussen A. Policy Intersections on Education for the Gifted and Talented in China and Denmark. I Liu H, Dervin F, Du X, red., Nordic-Chinese Intersections within Education. Palgrave Macmillan. 2019. (Palgrave Studies on Chinese Education in a Global Perspective; Nr. 12).