Lisette Dillon. Myself and I: A multi-voiced approach to the narratives of children identified as gifted

“Myself and I”: A multi-voiced approach to the self-narratives of gifted children
Abstract
This paper explores the representation of children as multi-voiced in their construction of themselves as unique individuals with diverse identities. Identity construction for children is very often subject to adult interpretations and assumptions and may be especially susceptible during early adolescence to a range of diverse influences. In particular, children in western societies who are identified as gifted can sometimes be limited by the identities allocated to them by well-meaning adults and by popular stereotypes. Through adoption of a multi-voiced perspective children can present themselves as multi-faceted and dialogic within their own narratives of self. Insight into the meaning and identity constructions of individual gifted children facing the challenges of early adolescence may thus be gained in a way that is less available using traditional approaches. Specifically, the use of digital spaces to generate and deliver journals holds promise as a means of access to the personal perspectives, interpretations and meanings of gifted early adolescents. Such access in combination with a dialogic approach may cast light on how children create meaning and a sense of self within the daily use of language as a personal and social process of reflection and self-disclosure.