ABSTRACT
In this paper, a postmodern exposition of giftedness is offered. Given this critique, giftedness cannot be viewed to be a natural condition, but is the product of a specific language game. The use of this designation, therefore may not be helpful to identify promising students. In fact, a child may be easily symbolically violated a consequence of coming to be classified as gifted. This outcome is exactly opposite of what might be expected. After all, coming to be known as gifted is supposed to assist students to develop their full potential.
