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Supporting Australian Gifted Indigenous Students’ Academic Potential in Rural Settings

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Handbook of Giftedness and Talent Development in the Asia-Pacific

Part of the book series: Springer International Handbooks of Education ((SIHE))

Abstract

It has been consistently highlighted in Australian research that Indigenous gifted students face many challenges in rural schools. Rurality presents its own advantages and challenges, while Indigeneity also accords additional challenges that non-Indigenous peoples would not encounter during their educational journey towards excellence. It appears that gifted Indigenous students in rural contexts often face misconceptions, inequitable identification practices, and inappropriate or non-existent programming for giftedness. This chapter will draw together research that focuses on the needs of gifted Indigenous students in rural settings, highlighting the potential problems and promising practices in identification and educational programming. The chapter will also provide culturally sensitive recommendations for educators to support the academic potential of rural-based Indigenous gifted students.

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Authors and Affiliations

  1. The University of New South Wales, Sydney, NSW, Australia

    Geraldine Townend, Peta K. Hay, Jae Yup Jung & Susen R. Smith

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  1. Geraldine Townend
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  2. Peta K. Hay
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  3. Jae Yup Jung
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  4. Susen R. Smith
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Correspondence to Geraldine Townend .

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Editors and Affiliations

  1. School of Education, UNSW Australia, Sydney, NSW, Australia

    Susen R. Smith

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  1. Dept. of Psychology, Pontificia Universidad Católica del Perú, Lima, LIMA, Perú

    Sheyla Blumen

  2. Pontificia Universidad Católica de Valparaíso, Viña del Mar, Chile

    María Leonor Conejeros-Solar

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Townend, G., Hay, P.K., Jung, J.Y., Smith, S.R. (2020). Supporting Australian Gifted Indigenous Students’ Academic Potential in Rural Settings. In: Smith, S. (eds) Handbook of Giftedness and Talent Development in the Asia-Pacific. Springer International Handbooks of Education. Springer, Singapore. https://doi.org/10.1007/978-981-13-3021-6_73-1

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  • DOI: https://doi.org/10.1007/978-981-13-3021-6_73-1

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