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A Critique of Asynchronous Development in Gifted Education Using Foucauldian Conceptions of Time and Stage Developmentalism

Sat, April 10, 4:10 to 5:40pm EDT (4:10 to 5:40pm EDT), SIG Sessions, SIG-Foucault and Contemporary Theory in Education Paper and Symposium Sessions


Although to be “gifted” is usually also to be “special” and “exceptional,” giftedness is often associated with other comorbidities, such as anxiety, depression, and social isolation (Harrison & Van Hanneghan, 2011; Kieley, 2002; Neihart, 2002). Researchers have described that the gifted learner often suffers from “asynchronous development” (Morelock, 1992; Silverman, 1997; Warne, 2016), which portrays the gifted child as “out of sync” with normal stages of development in various domains (e.g., social, emotional), and thus vulnerable to psychological suffering. In this paper, I interrogate the psychological construct of asynchronous development by putting gifted psychology literature in conversation with critiques of stage developmentalism and Foucauldian theories related to time as a mechanism for social control.