Examining Disengagement and Fostering Creativity : A Relational Perspective on High-Ability Students in Formal Education

Journal article

Camilleri, Dave, Munro, John Keith and Glăveanu, Vlad Petre. (2024). Examining Disengagement and Fostering Creativity : A Relational Perspective on High-Ability Students in Formal Education. Gifted Child Today. 47(4), pp. 286-299. https://doi.org/10.1177/10762175241259819
AuthorsCamilleri, Dave, Munro, John Keith and Glăveanu, Vlad Petre
Abstract

Disengagement by high-ability students from general educational programs has traditionally been examined from a student-centered perspective. This article examines this phenomenon through a relational lens. It focuses on understanding the interactions of these students with the classroom culture and the consequent impact on their creativity. The range of student interactions implicated in creative activity in classroom culture are analyzed using the Five A’s framework. This framework combines psychological and socio-cultural paradigms. It is used to analyze the characteristics of engaged and disengaged high-ability students and to identify strategies that support student engagement and creativity in formal education. The analysis shows the limitations of formal education in catering to students who are unable to show their knowledge in culturally acceptable ways. It provides insights for educators and policymakers to better understand and support the learning profiles of high-ability students in formal education.

Keywordshigh ability; creativity ; culture; schooling; students; formal education; interactions
Year01 Jan 2024
JournalGifted Child Today
Journal citation47 (4), pp. 286-299
PublisherSage Publications Ltd.
ISSN1076-2175
Digital Object Identifier (DOI)https://doi.org/10.1177/10762175241259819
Web address (URL)https://journals.sagepub.com/doi/10.1177/10762175241259819
Open accessPublished as ‘gold’ (paid) open access
Research or scholarlyResearch
Page range286-299
Publisher's version
License
File Access Level
Open
Output statusPublished
Publication dates
PrintOct 2024
Publication process dates
AcceptedSep 2024
Deposited17 Feb 2025
Additional information

© The Author(s) 2024.

This article is distributed under the terms of the Creative Commons Attribution 4.0 License (https://creativecommons.org/licenses/by/4.0/) which permits any use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the Sage and Open Access page (https://us.sagepub.com/en-us/nam/open-access-at-sage).

Place of publicationUnited States
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