Inequity in equity: The paradox of gifted education in Australia

This article presents arguments to support the provision of differentiated curricula and programs for academically gifted and talented students and id entifies a range of socio-political attitudes which have militated against the development of such programs in Australian schools. Gross discusses Aus tralians' traditional suspicion of any process which might be construed as elitist; our reluctance to acknowledge intellectual talent even while we en thusiastically foster talent in sport and athletics; the view of excellence and equity as conflicting rather than complementary; and the confusion bet ween the concept of gifts and strengths.