Open Access“We Want to Be Educated!” A Thematic Analysis of Gifted Students’ Views on Education in Norway
Author(s) -
Astrid Knutsdatter Lenvik,
Elisabeth Hesjedal,
Lise Øen Jones
Publication year - 2021
Publication title -
nordic studies in education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.195
H-Index - 8
eISSN - 1891-5949
pISSN - 1891-5914
DOI - 10.23865/nse.v41.2621
Subject(s) - norwegian , thematic analysis , perspective (graphical) , thematic map , psychology , pedagogy , mathematics education , sociology , qualitative research , social science , computer science , philosophy , linguistics , cartography , artificial intelligence , geography
Norwegian educational policy focuses on inclusive, equivalent, and adapted education for all. We followed procedures for an inductive thematic approach to explore the educational experiences of seventeen gifted students (age twelve – fifteen). The inductive thematic analysis revealed three key themes: the educational system, the joy of learning, and problematic issues concerning school and learning. Our results are discussed in light of educational policy and Gagné’s Differentiated Model of Giftedness and Talent, and indicate that the Norwegian educational system does not meet these gifted students’ needs at either the individual or systemic levels. This study is vital for gaining a better understanding of the Norwegian perspective as well as the wider Nordic setting.