Scott Peters (2021) gives us a gift. His argument is clear—although improvements in student assessment procedures and early interventions are essential, they address only the symptoms of a societal dysfunction producing the inequities we seek to eliminate. This sets a course for us. In this commentary—polemic if you will—I focus on this dysfunction and how we in the gifted and talented, or advanced learner, community can contribute to reducing it. I rely on contemporary dialogues in psychoanalysis—my intellectual home and a community also predominantly White, though changing—for insights about a cultural blindspot and about ways we might see one another more clearly. Like Peters, I am White. My comments are directed especially at White readers in our diverse audience, about work we need urgently to be doing. Putting it directly, Martin Luther King Jr. said, “In the end, we will not remember the words of our enemies but the silence of our friends.”

中文翻译：

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结束朋友的沉默：评论 Scott Peters 的“在公立学校天才和天才课程中实现公平的挑战”

Scott Peters (2021) 给了我们一份礼物。他的论点很明确——尽管改进学生评估程序和早期干预是必不可少的，但它们只解决了社会功能失调的症状，这些症状导致了我们寻求消除的不平等。这为我们设定了一个方向。在这篇评论中——如果你愿意的话，我会争论——我关注这种功能障碍，以及我们在有天赋的、有才华的或高级学习者的社区中如何为减少它做出贡献。我依靠精神分析中的当代对话——我的知识家园和一个同样以白人为主的社区，虽然在变化——以洞察文化盲点以及我们可能更清楚地看待彼此的方式。像彼得斯一样，我是怀特。我的评论特别针对我们不同受众中的白人读者，关于我们迫切需要做的工作。直接放上来，