Black, white, brindle: assumptions, attitudes and ideology in policy and pedagogy for the education of gifted Aboriginal and Torres Strait Islander students

The research reported in this thesis began with the observation that, despite making up a significant proportion of the total enrolment of the school, Aboriginal students were not represented in the Gifted and Talented Student Program coordinated by the author. Finding research in the area limited, an empiricist research methodology was adopted to pursue a theme examining the ideology and underlying assumptions being brought to the education of gifted Aboriginal and Torres Strait Islander students.