Abstrakt
Contemporary developmental and educational psychology offers various explanations of what giftedness is, how it should be identified and what the optimal ways of its development are. Psychological concepts of giftedness in many ways transcend psychological theory and influence educational practices and policies of educational institutions.
In the present paper, we analyse the ways in which the concept of giftedness is construed within the Czech educational system and what the recommended methods of identification and development of gifted students are. As the main method we use critical text analysis inspired by critical discursive psychology.
We analyse contemporary Czech psychological and educational texts (scientific as well as popular) in order to understand how they construe the giftedness in Czech students. Therefore, we do not approach giftedness as an objective fact (as it is common in the field) but as a discursive phenomenon which is established, reproduced and transformed through language, discourse and cultural practices.
We show how the concept of giftedness is used in the Czech educational system as a means of inclusion or exclusion of different groups of students.