This article examines how the “gifted” label in K12 education fosters inequality and psychological pressure under the guise of praise. It analyzes the harms of student tagging and calls for rethinking ability development frameworks.
This article examines how the “gifted” label in K12 education fosters inequality and psychological pressure under the guise of praise. It analyzes the harms of student tagging and calls for rethinking ability development frameworks.
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