Bradbury Ability, Inequality and Post-Pandemic Schools

Rethinking Contemporary Myths of Meritocracy
1. Auflage 2021
ISBN: 978-1-4473-4703-3
Verlag: Policy Press
Format: EPUB
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, 184 Seiten, Format (B × H): 156 mm x 234 mm

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.

Autoren/Hrsg.

Bradbury, Alice

Fachgebiete

• Sozialwissenschaften Pädagogik Schulen, Schulleitung Grundschulen, Hauptschulen
• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Bildungspolitik, Bildungsreform
• Sozialwissenschaften Soziologie | Soziale Arbeit Soziologie Allgemein

Inhaltsverzeichnis

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

Über Autor(innen)

Bradbury, Alice
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.

Alice Bradbury is Associate Professor in the Centre for Sociology of Education and Equity at the UCL Institute of Education and Co-Director of the Helen Hamlyn Centre for Pedagogy 0-11 years. Before moving into academia, she worked as a primary teacher in London. She has conducted a number of research projects on the impact of education policies on inequalities. She was awarded BERA Impact Award 2016 for her work on Baseline Assessment.