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Recently, gifted education has become an arena of much debate.
Contradictions and disagreements surround how we define and select
gifted students into special programming. Conventional tools and
models are all grounded in the West. When applied in gifted
programming, IQ-based models fail to identify diverse students'
talents. The area of giftedness is under-researched and not well
understood from an African perspective. This research endeavour
broke new ground by tapping sociocultural conceptions to inform
gifted education from an African perspective, espoused in Shona
culture of Zimbabwe. While Zimbabwe's stone sculptors transformed
Shona traditional sculpture into an envied world class art, it was
not clear how they derive the inspiration and vision that propel
their art. Data were analyzed in two studies informed by
questionnaire responses from Zimbabwean professors, and interviews
with 20 Shona stone sculptors. The analysis should help
professionals in gifted education and the art field, and should be
especially useful in marketing Zimbabwean stone sculpture. In
addition, anyone seeking to understand alternative conceptions of
giftedness and creativity can be enriched.
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