Use of Critical Race Theory to Understand Exclusion of Indigenous Students From Gifted Education

In this chapter, we use Critical Race Theory (CRT) as a lens to understand barriers to gifted education programs for students of color, with an emphasis on Indigenous students. We detail how giftedness is a white supremacist construct from its inception and describe the ways racism makes it more difficult for Black and Brown students to gain access and benefit from gifted education today. Using Niibwin’s case narrative, we highlight how Indigenous students are shut out of gifted education. Through Niibwin’s narrative, we illustrate the impact when school professionals fail to counteract inherently racist school policy with intentional anti-racist actions. Finally, we present experiential activities to help readers connect CRT tenets to the case narrative, engage in self-reflection, and consider some actions educators can take to disrupt racism in gifted education.