This article presents arguments to support the provision of differentiated curricula and programs for academically gifted and talented students and identifies a range of socio-political attitudes which have militated against the development of such programs in Australian schools. Gross discusses Australians' traditional suspicion of any process which might be construed as elitist; our reluctance to acknowledge intellectual talent even while we enthusiastically foster talent in sport and athletics; the view of excellence and equity as conflicting rather than complementary; and the confusion between the concept of gifts and strengths.
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