Delineating terms in Humpty Dumpty’s world: Defining giftedness, disability and twice-exceptionality
Author(s)
Ronksley-Pavia, Michelle
Griffith University Author(s)
Year published
2013
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Abstract "When I use a word,' Humpty Dumpty said, in rather a scornful tone, 'it means just what I choose it to mean — neither more nor less.' 'The question is,' said Alice, 'whether you can make words mean so many different things.' (Carroll, 1994, ch. 6). Little did Carroll ever envision that this throwaway line would instigate such wide-ranging application from judges, to presidents and philosophers, in contemplating and disarticulating word connotations (Walsh & Eva, 2013). With this short exchange, Carroll illustrates the classic conundrum facing researchers in defining terms and definitions used. As researchers, when ...
View more >Abstract "When I use a word,' Humpty Dumpty said, in rather a scornful tone, 'it means just what I choose it to mean — neither more nor less.' 'The question is,' said Alice, 'whether you can make words mean so many different things.' (Carroll, 1994, ch. 6). Little did Carroll ever envision that this throwaway line would instigate such wide-ranging application from judges, to presidents and philosophers, in contemplating and disarticulating word connotations (Walsh & Eva, 2013). With this short exchange, Carroll illustrates the classic conundrum facing researchers in defining terms and definitions used. As researchers, when we use a particular axiom, we may know the exact meaning, however, this may diverge from that of our reader (Walsh & Eva, 2013), often there are numerous differing meanings for particular words. Lewis Carroll's guidance on the philosophical construction of language feeds into my research in the area of twice-exceptional children, defining this population within the field of giftedness and disability. The literature surrounding disability discourse abounds with discussions about differing ways of comprehending disability and impairment (French & Swain, 2008b) and the negative suppositions which underscore perceptions of children with disability (Priestley, 2001; Singh & Ghai, 2009), equally, there are many definitions of giftedness.
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View more >Abstract "When I use a word,' Humpty Dumpty said, in rather a scornful tone, 'it means just what I choose it to mean — neither more nor less.' 'The question is,' said Alice, 'whether you can make words mean so many different things.' (Carroll, 1994, ch. 6). Little did Carroll ever envision that this throwaway line would instigate such wide-ranging application from judges, to presidents and philosophers, in contemplating and disarticulating word connotations (Walsh & Eva, 2013). With this short exchange, Carroll illustrates the classic conundrum facing researchers in defining terms and definitions used. As researchers, when we use a particular axiom, we may know the exact meaning, however, this may diverge from that of our reader (Walsh & Eva, 2013), often there are numerous differing meanings for particular words. Lewis Carroll's guidance on the philosophical construction of language feeds into my research in the area of twice-exceptional children, defining this population within the field of giftedness and disability. The literature surrounding disability discourse abounds with discussions about differing ways of comprehending disability and impairment (French & Swain, 2008b) and the negative suppositions which underscore perceptions of children with disability (Priestley, 2001; Singh & Ghai, 2009), equally, there are many definitions of giftedness.
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Conference Title
Through the looking glass: Research from both sides
Subject
Special education and disability