Gifted Rural Learners: Exploring Power, Place, and Privilege with a Focus on Promising Practices

An Introduction to Volume 10, Issue 2 of TPRE

Authors

  • Angela M. Novak Department of Elementary Education and Middle Grades Education, East Carolina University

DOI:

https://doi.org/10.3776/tpre.2020.v10n2p1-10

Keywords:

gifted education, rural education, gifted rural learners, promising practices, equity, intersectionality, identity, place

Abstract

This special issue of Theory & Practice in Rural Education highlights gifted rural learners; the call sought papers on the concepts of power, place, privilege, or promising practices in the field of gifted rurality. This introductory article provides a brief synopsis of each of the seven peer reviewed articles and an analysis of three principal themes that emerged from the articles: equity, identity, and a sense of place. Additionally, three questions regarding gifted rurality are explored: How does gifted education view equity in the context of rurality? How does intersectionality impact gifted students? How does (or should) gifted education as a field adjust in order to recognize the strengths and assets of our gifted rural students?

Author Biography

Angela M. Novak, Department of Elementary Education and Middle Grades Education, East Carolina University

Angela M. Novak, Ph.D., is an Assistant Professor and AIG Coordinator at East Carolina University. She teaches undergraduate and graduate courses in education, focusing on assessment practices and gifted education. Dr. Novak has served both NAGC and CEC-TAG in a variety of network, committee and board roles, and is on the Advisory Council of Pure Play Every Day. She recently co-edited, with Dr. Christine Weber, a three-book series of NAGC service publications related to professional learning and has authored book chapters, peer-reviewed articles in gifted education, administration, and professional learning, as well as practitioner-focused and parent-centered articles in gifted education. She has worked in public education in the gifted field as a classroom teacher, resource teacher, and central office support, as well as in the private not-for-profit sector of gifted education. Dr. Novak researches professional learning, creativity, gifted collegians, and play, all within the context of gifted education and equity. She is the co-creator, with Dr. Katie D. Lewis, of the Four-Zone Professional Learning Model and the Seven Guiding Principles for Developing Equity-Driven Professional Learning for Educators of Gifted Children. She is an equity and anti-racism advocate, and is a member of the Diversity Scholars Network, from the National Center for Institutional Diversity (NCID) and is currently the Co-Chair of the Diversity and Equity Committee for NAGC. You can read her blog or more about her work at http://www.angelamnovak.com.

References

Bass, E. L., Azano, A. P., & Callahan, C. M. (2020). A place for writing: Examining a place-based curriculum for High-performing rural writers. Theory & Practice in Rural Education, 10(2), 11-25. https://doi.org/10.3776/tpre.2020.v10n2p11-25

Bell, M. K. (2016, Summer). Teaching at the intersections: Honor and teach about your students’ multiple identities. Teaching Tolerance Magazine, 53, 38-41.

Davis, J. L., Ford, D. Y., Moore, J. L., III, & Floyd, E. F. (2020). Black and gifted in rural America: Barriers and facilitators to accessing gifted and talented education programs. Theory & Practice in Rural Education, 10(2), 85-100. https://doi.org/10.3776/tpre.2020.v10n2p85-100

Ford, D. Y. (2015). Like finding a needle in a haystack: Gifted black and Hispanic students in rural settings. In T. Stambaugh & S. M. Wood (Eds.), Serving gifted students in rural settings (pp. 71-90). Prufrock Press.

Gallagher, J., & Wrenn, M. (2020). Young, gifted Black . . . and country: A community situated approach to analyzing Black, rural giftedness in contemporary nonfiction children’s literature Theory & Practice in Rural Education, 10(2), 46-62. https://doi.org/10.3776/tpre.2020.v10n2p46-62

Gollnick, D. M., & Chinn, P. C. (2013). Multicultural education in a pluralistic society. Pearson Education.

González, N., Moll, L. C., & Amanti, C. (2006). Funds of knowledge: Theorizing practices in households, communities, and classrooms. Routledge. https://doi.org/10.4324/9781410613462

Gorski, P. C., & Swalwell, K. (2015). Equity literacy for all. Educational Leadership, 72(6), 34–40.

Kendi, I. X. (2019). How to be an antiracist. One World/Ballantine.

Kuehl, R., Azano, A. P., & Callahan, C. M. (2020). Gifted rural writers explore place in narrative fiction stories. Theory & Practice in Rural Education, 10(2), 26-45. https://doi.org/10.3776/tpre.2020.v10n2p26-45

Lewis, J. D. (2009). The challenges of educating the gifted in rural areas. Prufrock Press.

Lewis, K. D., & Boswell, C. (2020). Reflections on rural gifted education in Texas: Then and now. Theory & Practice in Rural Education, 10(2), 119-139. https://doi.org/10.3776/tpre.2020.v10n2p119-139

Love, B. (2019). We want to do more than survive: Abolitionist teaching and the pursuit of educational freedom. Beacon Press.

Mattingly, M. J., & Schaefer, A. (2015). Education in rural America: Challenges and opportunities. In T. Stambaugh & S. M. Wood (Eds.), Serving gifted students in rural settings (pp. 53-70). Prufrock Press.

Miller, J., & Brigandi, C. (2020). Exploring gifted education program and practice in rural Appalachia. Theory & Practice in Rural Education, 10(2), 101-118. https://doi.org/10.3776/tpre.2020.v10n2p101-118

Renzulli, J. S. (1999). What is this thing called giftedness, and how do we develop it? A twenty-five year perspective. Journal for the Education of the Gifted, 23(1), 3–54. https://doi.org/10.1177/016235329902300102

Renzulli, J. S., & Reis, S. M. (2014). The schoolwide enrichment model: A how-to guide for talent development (3rd ed.). Prufrock Press.

Richard, Z. J., & Stambaugh, T. (2015). National context of rural schools. In T. Stambaugh & S. M. Wood (Eds.), Serving gifted students in rural settings (pp. 1-21). Prufrock Press.

Thier, M., Beach, P., Hollenbeck, K., & Martinez, C. R., Jr. (2020). Take care when cutting: Five approaches to disaggregating school data as rural and remote. Theory & Practice in Rural Education, 10(2), 63-84. https://doi.org/10.3776/tpre.2020.v10n2p63-84

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Published

2020-10-30

How to Cite

Novak, A. M. (2020). Gifted Rural Learners: Exploring Power, Place, and Privilege with a Focus on Promising Practices: An Introduction to Volume 10, Issue 2 of TPRE. Theory & Practice in Rural Education, 10(2), 1–10. https://doi.org/10.3776/tpre.2020.v10n2p1-10

Issue

Vol. 10 No. 2 (2020): Gifted Rural Learners: Exploring Power, Place, and Privilege with a focus on Promising Practices

Section

Introduction

License

Copyright (c) 2020 Angela M. Novak

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Articles will be published using a Creative Commons Attribution Non-commercial Sharealike license. (For more information on this license, please visit the Creative Commons license page.) Please also note that the authors are explicitly granting permission for Academic Library Services to store a copy of the article in The ScholarShip, ECU's Institutional Repository under the terms of the current ScholarShip license. As a North Carolina agency, ECU contributes copies of all publications to the North Carolina State Archives.