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The Editorial Word: Remolino.

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Title: The Editorial Word: Remolino.
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]
Copyright of Journal of Advanced Academics is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: The Editorial Word: Remolino.
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  Data: <searchLink fieldCode="AR" term="%22Fernández+Morgado%2C+Alejandra+A%2E%22">Fernández Morgado, Alejandra A.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> lotg.alejandra@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Castillo-Hermosilla%2C+Hernán%22">Castillo-Hermosilla, Hernán</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Parra-Martínez%2C+Andy%22">Parra-Martínez, Andy</searchLink><relatesTo>3</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Advanced+Academics%22">Journal of Advanced Academics</searchLink>. Aug2026, Vol. 37 Issue 3, p543-560. 18p.
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  Data: *<searchLink fieldCode="DE" term="%22Gifted+%26+talented+education%22">Gifted & talented education</searchLink><br />*<searchLink fieldCode="DE" term="%22Culturally+relevant+education%22">Culturally relevant education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+education%22">Teacher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Multilingual+education%22">Multilingual education</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+equalization%22">Educational equalization</searchLink><br /><searchLink fieldCode="DE" term="%22Latin+Americans%22">Latin Americans</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: 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]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Journal of Advanced Academics is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1177/1932202X261455420
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        Text: English
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      – SubjectFull: Gifted & talented education
        Type: general
      – SubjectFull: Culturally relevant education
        Type: general
      – SubjectFull: Teacher education
        Type: general
      – SubjectFull: Multilingual education
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      – SubjectFull: Educational equalization
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      – SubjectFull: Latin Americans
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      – TitleFull: The Editorial Word: Remolino.
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            NameFull: Castillo-Hermosilla, Hernán
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              M: 08
              Text: Aug2026
              Type: published
              Y: 2026
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