Ability, Inequality and Post-Pandemic Schools: Rethinking Contemporary Myths of Meritocracy

The COVID-19 pandemic has closed schools, which has provided an opportunity to rethink the fundamental principles of our education system. Alice Bradbury's book discusses how the education system assumed ability to be measurable and innate, reinforcing educational inequalities. Bradbury analyzes how the recent educational developments of datafication and neuroscience have revised these ideas and how we can rethink the idea of innate intelligence as we rebuild a post-pandemic schooling system.

Format: Paperback / softback
Length: 184 pages
Publication date: 11 June 2021
Publisher: Bristol University Press

The COVID-19 pandemic brought about a significant disruption to the education system, forcing schools to close their doors. However, this unexpected hiatus presented an opportunity to reevaluate the core principles of our education system. In her thought-provoking book, Alice Bradbury delves into the prevailing belief that ability can be measured and innately possessed, which she argues perpetuated educational inequalities. This issue became particularly pressing during the pandemic. Bradbury draws upon a project that examined ability-grouping practices to analyze how recent educational advancements in datafication and neuroscience have challenged these notions about how children are classified and labeled. She also explores the possibility of reimagining the concept of innate intelligence as we strive to rebuild a post-pandemic schooling system.

The education system, prior to the pandemic, operated under the assumption that ability could be quantified and inherent, leading to the reinforcement of educational disparities. This meritocracy myth played a pivotal role during the crisis. Alice Bradbury's book sheds light on how the recent developments in datafication and neuroscience have reshaped our understanding of how children are categorized and labeled. It prompts us to reconsider the notion of innate intelligence as we work towards constructing a post-pandemic education system.

Bradbury's analysis reveals that the traditional approach to ability grouping, which relied on standardized tests and predefined categories, has been challenged by the advancements in datafication and neuroscience. These technologies have enabled educators to gather vast amounts of data on students' performance, allowing for more precise and individualized assessments. This shift has led to a reevaluation of the notion that ability is fixed and immutable, as researchers have discovered that it is influenced by a multitude of factors, including genetics, environment, and early childhood experiences.

Furthermore, the study of neuroscience has provided valuable insights into the brain's mechanisms and how they contribute to learning and development. By understanding the neural pathways and cognitive processes involved in learning, educators can develop more effective teaching strategies that cater to the unique needs of individual students. This approach emphasizes the importance of personalized learning and the recognition of diverse learning styles.

In conclusion, the COVID-19 pandemic has presented an opportunity to rethink the fundamental principles of our education system. Alice Bradbury's book highlights the need to challenge the meritocracy myth and reimagine the concept of innate intelligence. By embracing datafication and neuroscience, educators can create more inclusive and effective learning environments that cater to the diverse needs of students. This shift will ultimately lead to a more equitable and prosperous education system for all.

Weight: 292g
Dimension: 156 x 233 x 14 (mm)
ISBN-13: 9781447347026