ABSTRACT
Understanding the nuances of the specialized fields of rural education and gifted education can be challenging for practitioners and researchers. With even more complexities, the combined field of rural gifted education may be further confounding; yet investigations into this specialized, convergent field hold potential for advances in policy, practice, and research. The literature review presented in this chapter positions rural gifted education within a social justice frame, providing understandings of rurality as a context for gifted education. The authors examine place-based curricula with rural foci in gifted education, illustrate successes and challenges in the field, and highlight inequalities in rural schools where opportunity gaps are pronounced.
