Abstract
This chapter uses an ethnographic study as hermeneutic window into an interpersonal field of expectations colliding over “what to do” with the gifted. Our theorising rides upon a six-month participant-observer ethnographic inquiry, including follow up interviews with teachers, parents, teaching assistants, and administrators, in a school for the gifted, where the first author assisted in eight middle-school (Gr. 5–9) mathematics classrooms.
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D’Amour, L., Markides, J. (2017). Identities of Exceptionality. In: Lyle, E. (eds) At the Intersection of Selves and Subject. Bold Visions in Educational Research. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6351-113-1_14
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DOI: https://doi.org/10.1007/978-94-6351-113-1_14
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