The COVID-19 pandemic closed schools, but this hiatus provided an opportunity to rethink the fundamental principles of our education system.
In this thought-provoking book, Alice Bradbury discusses how, before the pandemic, the education system assumed ability to be measurable and innate, and how this meritocracy myth reinforced educational inequalities – a central issue during the crisis.
Drawing on a project dealing with ability-grouping practices, Bradbury analyses how the recent educational developments of datafication and neuroscience have revised these ideas about how we classify and label children, and how we can rethink the idea of innate intelligence as we rebuild a post-pandemic schooling system.
Table des matières
Introduction
Ability and its use in schools
How does the idea of ability relate to inequalities?
The infl uence of neuroscience
Data and the solidifi cation of ability
Challenging ability, inequality and the myth of meritocracy in the post- pandemic era
A propos de l’auteur
Alice Bradbury is Professor of Sociology of Education and Co-Director at the Helen Hamlyn Centre for Pedagogy 0-11 Years (HHCP) at UCL Institute of Education, University College London.
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