Gifted education in Zimbabwe
Despite making tremendous progress in education since independence to become a leader in literacy in Africa, Zimbabwe lags behind other nations in providing special programming for its gifted children and youths. Not only do gifted and talented students exist in Zimbabwean schools and colleges, gift...
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Online Access: | http://dx.doi.org/10.1080/2331186X.2017.1332840 |
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doaj-6ae936a5452f4647aa2196452e92a1002021-07-15T13:10:35ZengTaylor & Francis GroupCogent Education2331-186X2017-01-014110.1080/2331186X.2017.13328401332840Gifted education in ZimbabweConstantine Ngara0University of British ColumbiaDespite making tremendous progress in education since independence to become a leader in literacy in Africa, Zimbabwe lags behind other nations in providing special programming for its gifted children and youths. Not only do gifted and talented students exist in Zimbabwean schools and colleges, giftedness has also been confirmed in research on indigenous cultures. This paper discusses a number of issues characterizing the discourse of gifted education in Zimbabwe. In this discourse, the paper examines indigenous conceptions of giftedness, types of giftedness valued, local beliefs about giftedness, challenges involved in educating gifted students and critical findings in local research on gifted education in Zimbabwe. The paper is informed by a number of studies conducted by this writer and other researchers on gifted education in Zimbabwe. Future directions for gifted education research in Zimbabwe are highlighted.http://dx.doi.org/10.1080/2331186X.2017.1332840 bantu culturegiftednessgifted educationinclusive education mbira resiliencetalent |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Constantine Ngara |
spellingShingle |
Constantine Ngara Gifted education in Zimbabwe Cogent Education bantu culture giftedness gifted education inclusive education mbira resilience talent |
author_facet |
Constantine Ngara |
author_sort |
Constantine Ngara |
title |
Gifted education in Zimbabwe |
title_short |
Gifted education in Zimbabwe |
title_full |
Gifted education in Zimbabwe |
title_fullStr |
Gifted education in Zimbabwe |
title_full_unstemmed |
Gifted education in Zimbabwe |
title_sort |
gifted education in zimbabwe |
publisher |
Taylor & Francis Group |
series |
Cogent Education |
issn |
2331-186X |
publishDate |
2017-01-01 |
description |
Despite making tremendous progress in education since independence to become a leader in literacy in Africa, Zimbabwe lags behind other nations in providing special programming for its gifted children and youths. Not only do gifted and talented students exist in Zimbabwean schools and colleges, giftedness has also been confirmed in research on indigenous cultures. This paper discusses a number of issues characterizing the discourse of gifted education in Zimbabwe. In this discourse, the paper examines indigenous conceptions of giftedness, types of giftedness valued, local beliefs about giftedness, challenges involved in educating gifted students and critical findings in local research on gifted education in Zimbabwe. The paper is informed by a number of studies conducted by this writer and other researchers on gifted education in Zimbabwe. Future directions for gifted education research in Zimbabwe are highlighted. |
topic |
bantu culture giftedness gifted education inclusive education mbira resilience talent |
url |
http://dx.doi.org/10.1080/2331186X.2017.1332840 |
work_keys_str_mv |
AT constantinengara giftededucationinzimbabwe |
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1721300794256392192 |