Abstract
Debates on giftedness and achievement have attracted widespread public attention in recent years. However, the relationship between giftedness, achievement and inclusion proves to be inconsistent. The paper therefore analyses the mechanisms by which knowledge about promotion of giftedness and achievement in schools is structured and how this relates to the inclusion agenda. An overarching theoretical framework for the analysis is established through the conceptualisation of educational equity. Methodologically, we refer on discourse analysis. As a result, we show how achievement is represented as a distance-creating factor in the discourse and argumentate for a democratic school that recognises all children as capable and ‘gifts‘ them.