Diversity in Gifted Education: International Perspectives on Global Issues

Editors: Belle Wallace and Gillian Eriksson

London: Routledge 2006

Available from the TASC Bookshop

Reviewer: Sue Mordecai, Senior Adviser for Bromley

‘Diversity in Gifted Education’ presents an overview of international perspectives on the issues of multicultural and gifted education and examines the issues of access for gifted students, in relation to culture, poverty, race and gender. This is a mammoth undertaking but the editors Wallace and Eriksson are internationally highly regarded, highly respected and pre-eminent in the field of gifted education. They have been able to call upon some of the most innovative thinkers in this field and this book challenges and engages thinking, sets challenges and offers ways forward.  It is timely and essential reading for all those with an interest in, and who influence, gifted education.

At the start of the book there is a very useful concept map outlining the key areas of focus and these areas are wide ranging, for example: ethical perspectives, socio-economic class issues, developmental and age issues and global education issues. Chapters range from those which offer us tried and tested successful models of practice from TASC to DISCOVER to those which tackle some of the most sensitive and difficult issues such as prejudice against age and sexual orientation.  There are some hard hitting challenges such as the chapter on ‘The detection and nurture of the culturally gifted and talented in Aotearoa/New Zealand’ This may seem obscure for most of us but the strength of this book is that the challenges posed and questions raised are so transferable to all societies - we all have disadvantaged gifted students. The various authors continually remind us that giftedness functions within the economic and cultural values of our societies. 

This is the most demanding book I have had to review because it is difficult to do it justice. There seems to be a flurry of books on gifted and talented education emerging in England to coincide with the current Government focus on this area. However most of these books are variations on a theme. This book stands out. It is thought provoking, erudite, accessible and informed. It is a must for anyone who has a serious interest in gifted education and who wants to extend and enrich their thinking on what we really mean by disadvantage and how to move forward to realising equity and excellence for all. 

GEI Vol 23 No 3