000			02535nam a22002895i 4500
001			23786320
005			20250513184412.0
008			240717s2025 nyu 000 0 eng
010			_a 2024942666
020			_a9780198928850 _q(hardback)
020			_z9780198928874 _q(epub)
040			_aDLC _beng _erda _cDLC
042			_apcc
100	1		_aCrane, Jennifer, _eauthor.
245	1	0	_aGifted children in Britain and the world : _belitism and equality since 1945 / _cJennifer Crane.
263			_a2502
264		1	_aNew York : _bOxford University Press, _c2025.
300			_apages cm
336			_atext _btxt _2rdacontent
337			_aunmediated _bn _2rdamedia
338			_avolume _bnc _2rdacarrier
520			_a"The idea that a child is intellectually 'gifted' has a social and cultural history. This book analyses that social history at multiple scales, and makes the 'voices' of the gifted young themselves central. In daily encounters, those labelled 'gifted' sometimes loved this label, and felt special in comparison to peers at school and siblings at home. For others, 'gifted' was a silly or embarrassing label, and many questioned the idea of separating off young people in terms of intelligence, as well as specific forms of testing. Ideas of the gifted child also reshaped family lives - parents dedicated time to providing special leisure spaces, running them in their own homes and taking their children significant distances to spend time with others. Voluntary organisations were critical here, as the network through which young people and adults encountered the term, 'gifted', and lived and created it relationally. Voluntary organisations, looking to gain attention and visibility, also critically shaped the idea that the gifted young were elites of 'the future', central to answering challenges of economic decline, global warfare, or humanitarian aid. The hopes placed on gifted children between the 1960s and the 1990s were often sky high - yet many gifted young still felt that the community 'wasted' their talents, and did not support them. This book, then, provides new perspectives on the tensions between elitism and equality in modern Britain. It also offers vivid stories of optimism, hope, disappointment, and criticism, in which young people themselves play a central role"-- _cProvided by publisher.
856			_uhttps://doi.org/10.1093/9780198928881.001.0001 _yClick here to Access
906			_a0 _bibc _corignew _d2 _eepcn _f20 _gy-gencatlg
942			_2ddc _cOAB
999			_c213577 _d213577