ABSTRACT
This chapter reflects on key ideas from the text and identifies priorities for future research and scholarship in gifted education, with a focus on Australia and New Zealand. The history and practice of gifted education is not consistent across Australian states and territories, much less between Australia and New Zealand. In Australia and New Zealand, where egalitarianism is a defining cultural principle, the perceived tension between issues of equity and excellence in the education of gifted learners is similarly pertinent and extends beyond questions of identification and representation. S. J. Peters and K. G. Engerrand discuss the challenge of achieving an ideal balance between equity and excellence in programs for gifted learners. As the broader discourse of education continues to become more inclusive, it is critical that scholars from Australia and New Zealand articulate the purpose and place of gifted education in a way that coheres with an inclusive agenda.
