Authors
- Turner Luke
- Edgington William D.
Annotation
The American public generally looks favorably upon the Advanced Placement Program (AP). It has become a backbone of public education in the United States and offers
substantial benefits for participating students. Still, there is growing criticism of the AP program in regard to perceived inequality of opportunity to participate and lack of outreach to marginalized populations and being synonymous with gifted education. Giftedness, itself, is difficult to define and depends on the values of the culture and society. There is an abundance of research regarding gifted education, but the vast majority ignores racial minorities. Conversely, research involving AP programs is negligible. When invoking a philosophical examination of gifted education in the form of AP programs, those against grouping by ability argue that the practice is in opposition with egalitarianism. However, those in favor of the practice believe that gifted education, and by extension, AP programs, meet the criteria of egalitarianism if there is equal opportunity. The purpose of this paper is to discuss the suppositions of Paulo Freire’s Critical Theory and identify parallels between his views and the intent and practices of gifted education in the semblance of AP programs. While arguments are presented, the discussion in this paper is simply a starting point. It must be noted that this paper does not advocate for the defunding or banning of any program that promotes gifted education or AP programs. Instead, using critical review of literature we hope to identify shortcomings and use them to support efforts for equitable reform.
How to link insert
Turner, L. . & Edgington, W. . (2022). PAULO FREIRE AND CRITICAL THEORY APPLIED TO ADVANCED PLACEMENT PROGRAMS: COALESCENCE AND COLLISION Bulletin of the Moscow City Pedagogical University. Series "Pedagogy and Psychology", 16(1), 151. https://doi.org/10.25688/2076-9121.2022.16.1.08
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