Gifted education between meritocracy and inclusion: paradigmatic tensions and peda­gogical implications

Abstract

This contribution aims to broaden the pedagogical debate initiated in a previous publication (Marsili, 2022) concerning the theoretical perspectives and practical implications of gifted education as a precursor to the emergence of meritocratic ideology within the Italian inclusive schooling system. In this context, the intention is to expand upon the premises outlined therein, by analysing the emerging correlations regarding the education of gifted children and adolescents and meritocratic ideology, as well as the latter's relationship with the pedagogical approach to inclusion within our school system.