Please use this identifier to cite or link to this item:
https://hdl.handle.net/1959.11/56438
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DC Field | Value | Language |
---|---|---|
dc.contributor.author | Thraves, Genevieve | en |
dc.contributor.author | Dhurrkay, Miriam | en |
dc.date.accessioned | 2023-10-30T22:17:46Z | - |
dc.date.available | 2023-10-30T22:17:46Z | - |
dc.date.issued | 2023-12 | - |
dc.identifier.citation | Australasian Journal of Gifted Education, 32(2), p. 25-40 | en |
dc.identifier.issn | 1323-9686 | en |
dc.identifier.uri | https://hdl.handle.net/1959.11/56438 | - |
dc.description.abstract | <p>Gagné’s Differentiating Model of Giftedness and Talents [DMGT] has enjoyed widespread uptake in Australia. Little work has been done, though, to determine if this popular model can account for the culturally diverse views of its fundamental concepts. This article reports a study that compared the talent development infrastructure of Gagné’s DMGT (with a particular focus on the DMGT 2.0) with talent development from a Yolnu (an Australian Aboriginal group) worldview. This comparison reveals that there is a tension between the DMGT’s formal process (D) and the Yolnu’s more responsive approach to talent development. There is greater alignment, though, when the DMGT 2.0’s catalysts are considered; however, both the Intrapersonal (I) and Environmental (E) catalysts are mediated by the Yolnu’s cultural context. Ultimately, the DMGT has some difficulty housing Yolnu approaches to talent development.</p> | en |
dc.language | en | en |
dc.publisher | Australian Association for the Education of the Gifted and Talented | en |
dc.relation.ispartof | Australasian Journal of Gifted Education | en |
dc.title | Yolŋu Way and the DMGT (Talent Development): A Mismatch | en |
dc.type | Journal Article | en |
dc.identifier.doi | 10.21505/ajge.2023.0013 | en |
local.contributor.firstname | Genevieve | en |
local.contributor.firstname | Miriam | en |
local.profile.school | School of Education | en |
local.profile.email | gthraves@une.edu.au | en |
local.output.category | C1 | en |
local.record.place | au | en |
local.record.institution | University of New England | en |
local.publisher.place | Australia | en |
local.format.startpage | 25 | en |
local.format.endpage | 40 | en |
local.peerreviewed | Yes | en |
local.identifier.volume | 32 | en |
local.identifier.issue | 2 | en |
local.title.subtitle | A Mismatch | en |
local.contributor.lastname | Thraves | en |
local.contributor.lastname | Dhurrkay | en |
dc.identifier.staff | une-id:gthraves | en |
local.profile.orcid | 0000-0001-6770-4131 | en |
local.profile.role | author | en |
local.profile.role | author | en |
local.identifier.unepublicationid | une:1959.11/56438 | en |
dc.identifier.academiclevel | Academic | en |
dc.identifier.academiclevel | Academic | en |
local.title.maintitle | Yolŋu Way and the DMGT (Talent Development) | en |
local.output.categorydescription | C1 Refereed Article in a Scholarly Journal | en |
local.search.author | Thraves, Genevieve | en |
local.search.author | Dhurrkay, Miriam | en |
local.uneassociation | Yes | en |
local.atsiresearch | Yes | en |
dc.subject.austlang | N230 Yolngu Matha | en |
local.sensitive.cultural | No | en |
local.year.published | 2023 | en |
local.fileurl.closedpublished | https://rune.une.edu.au/web/retrieve/b659f3d2-5dd2-417a-a1f1-a78569a055f5 | en |
local.subject.for2020 | 390407 Inclusive education | en |
local.subject.for2020 | 450201 Aboriginal and Torres Strait Islander curriculum and pedagogy | en |
local.subject.seo2020 | 160201 Equity and access to education | en |
local.subject.seo2020 | 160203 Inclusive education | en |
local.profile.affiliationtype | UNE Affiliation | en |
local.profile.affiliationtype | External Affiliation | en |
Appears in Collections: | Journal Article School of Education |
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