Giftedness and infancy/toddlerhood: A Foucauldian analysis of discursive constructions

Abstract

This conceptual research study examines the discursive constructions of giftedness, infancy/toddlerhood, and economics/neoliberalism to consider their implications in gifted education. This analysis is undertaken from a Foucauldian perspective and draws from concepts such as power/knowledge, discourses, disciplines, and power relationships to illustrate how these shape individuals within the gifted education milieu. Through an analysis of the layering of discourses, and the multiple subject positions which gifted infants/toddlers experience their formation of identity(ies), the reader is presented with opportunities to examine normative and alternate understandings of power/knowledge arrangements and reconsider the subjectivity of giftedness/infancy/toddlerhood anew. A further layering of economic discourses follows to expand the discussion and consider the gifted infant/toddler within wider social and political networks of power. This subsequent layering invites the reader to reconsider the discursive positioning of the gifted infant/toddler within wider discussions of equity and social justice. A final summation is offered to consider the possibilities of further post-structural analyses to extend rethinking giftedness through other theoretical concepts.