'Gifted Children' in Britain and the World

Auteur
Jennifer Crane is lecturer in health geographies at the School of Geographical Sciences, University of Bristol, working at the intersection of history, geography, and sociologies of health. Before joining Bristol, she held teaching and research positions at the Universities of Warwick and Oxford, including being PI on a Wellcome Research Fellowship. She has published popular and scholarly works exploring how diverse publics access state welfare, analysing diverse case studies of child welfare, the NHS, and gifted children. Much of her work has employed and driven new analysis of 'experiential expertise', including her first book, Child Protection in England, 1960-2000.

Résumé
This is an open access title available under the terms of a CC BY-NC-ND 4.0 International licence. It is free to read on Oxford Academic and offered as a free PDF download from OUP and selected open access locations. The idea that a child is intellectually 'gifted' has a social and cultural history. This book analyses that social history at multiple scales, and makes the 'voices' of the 'gifted' young themselves central through examination of their poetry, letters, and life-writing. In daily encounters, those labelled 'gifted' sometimes loved this label, and felt special in comparison to peers at school and siblings at home. For others, 'gifted' was a silly or embarrassing label, and many questioned the idea of separating off young people in terms of intelligence, as well as the specific forms of testing being used. Ideas of the 'gifted' child also reshaped family lives -- parents dedicated time to providing special leisure spaces for those thought of as 'gifted', running them in their own homes and taking their children significant distances to spend time with others that were also 'gifted'. Voluntary organisations were critical here, as the network through which young people and adults encountered the term, 'gifted', and lived and created it relationally, through interactions with one another. Voluntary organisations, looking to gain attention and visibility, also critically shaped the idea that the 'gifted' young were elites of 'the future', central to answering challenges of economic decline, global warfare, or humanitarian aid. The hopes placed on 'gifted' children between the 1960s and the 1990s were often sky high -- yet many 'gifted' young still felt that the community 'wasted' their talents, and did not support them. This book, then, provides new perspectives on the tensions between elitism and equality in modern Britain. It also offers vivid stories of optimism, hope, disappointment, and criticism, in which young people themselves play a central role.