Tensions between the notions of "equality" and "excellence": Examining the gifted education policies in Taiwan, the UK and Australia

「平等」與「卓越」的張力：檢視臺灣、英國及澳洲的資優教育政策

Eva Suk-Mei Chiu(趙淑媚)

《資優教育論壇》 20卷2期 (2022/10) Pp. 71-95

摘要

Inclusion is a global trend in education that ensures the educational rights of children, regardless of ability (Foreman, 2008) and inclusive education is potentially the best education system for gifted students (Ninkov, 2020). Yet, some scholars argue that segregation is effective in cultivating gifted and talented students. In this essay, the controversy of labelling and categorizing students versus designing a rich environment that emphasises social justice and social equality for the benefit of all children (Lo et al., 2019, p.3) with reference to the gifted education policies in Taiwan, the UK and Australia will be examined. Regarding the current educational trends, this essay attempts to throw light on the direction of gifted education development. Instead of focusing on education for the gifted, an inclusive view of providing education that is gifted can cater for diverse learners, including the gifted ones.

關鍵字

Educational policy ； Gifted education ； Inclusivene

並列摘要

不論孩子的能力如何，確保每一個孩子都有接受教育的權利是融合教育的精神，也是全球教育的趨勢。不過，有學者認為，以隔離的方式培育資賦優異和才能優異的學生才是有效的方法。本文透過探討兩個不同的取向—把學生分類和標籤，與營造一個適性揚才、多元發展的學習環境，以維護社會公義及平等，然後分析台灣、英國及澳洲的資優教育政策，建議資優教育應從融合的角度出發，提供優質的教育以照顧所有學生的多樣性，而非只著眼於資優生的教育。

並列關鍵字

教育政策 ； 資優教育 ； 融合

參考文獻

Chen, S. H. (2014). The policy formulation and development of 12-year national gifted education (K-12). Gift Education Quarterly, 130, 9-16. https://doi: 10.6218/GEQ.2014.130.9-16.

Wang, J. J. (2012). The interaction between policies and research evidences: Gifted education policy making and amendment in Taiwan. Gift Education Quarterly, 124, 31-40. https://doi:10.6218/GEQ.201209_(124).0004

Wu, W. T. (2013). 40th anniversary of gifted education in Taiwan (I): A retrospection. Gift Education Quarterly, 126, 1-11. https://doi:10.6218/GEQ.2013.126.01-11.

Barab, S. A., & Plucker, J. A. (2002). Smart people or smart contexts? Cognition, ability and talent development in an age of situated approaches to knowing and learning. Educational Psychologist, 37, 165-182. https://doi: 10.1207/S15326985EP3703_3

Brady, M., & Koshy, V. (2014). Reflections on the implementation of the gifted and talented policy in England, 1999–2011. Gifted Education International, 30(3), 254–262. https://doi:10.1177/0261429413486862