The Editorial Word: Remolino.
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| Title: | The Editorial Word: Remolino. |
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| Authors: | Fernández Morgado, Alejandra A.1 (AUTHOR) lotg.alejandra@gmail.com, Castillo-Hermosilla, Hernán2 (AUTHOR), Parra-Martínez, Andy3 (AUTHOR) |
| Source: | Journal of Advanced Academics. Aug2026, Vol. 37 Issue 3, p543-560. 18p. |
| Subject Terms: | *Gifted & talented education, *Culturally relevant education, *Teacher education, *Multilingual education, *Educational equalization, Latin Americans |
| Abstract: | This article centers on reimagining gifted education for Latiné (a gender-inclusive term for Latinx) communities by challenging narrow, colonial, and standardized definitions of giftedness that often exclude multilingual, multicultural, and multiply marginalized students. Drawing on diverse positionalities from Colombia, Chile, Cuba, Brazil, and the U.S., the authors critique existing identification practices and policies—such as reliance on IQ tests and English-dominant assessments—and advocate for culturally sustaining, community-embedded, and equity-focused approaches that recognize varied expressions of talent, including resistance, storytelling, and collective knowledge. The article highlights the need for transparency in defining giftedness, sustained support beyond initial identification, and the development of teacher education that embraces Latiné epistemologies and multilingual realities. Ultimately, it calls for a transformative, justice-oriented gifted education that centers Latiné students’ identities, experiences, and well-being rather than fitting them into inherited, exclusionary systems. [Extracted from the article] |
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| Database: | Education Research Complete |
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| Abstract: | This article centers on reimagining gifted education for Latiné (a gender-inclusive term for Latinx) communities by challenging narrow, colonial, and standardized definitions of giftedness that often exclude multilingual, multicultural, and multiply marginalized students. Drawing on diverse positionalities from Colombia, Chile, Cuba, Brazil, and the U.S., the authors critique existing identification practices and policies—such as reliance on IQ tests and English-dominant assessments—and advocate for culturally sustaining, community-embedded, and equity-focused approaches that recognize varied expressions of talent, including resistance, storytelling, and collective knowledge. The article highlights the need for transparency in defining giftedness, sustained support beyond initial identification, and the development of teacher education that embraces Latiné epistemologies and multilingual realities. Ultimately, it calls for a transformative, justice-oriented gifted education that centers Latiné students’ identities, experiences, and well-being rather than fitting them into inherited, exclusionary systems. [Extracted from the article] |
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| ISSN: | 1932202X |
| DOI: | 10.1177/1932202X261455420 |
