{"title":"The influence of neuroscience","authors":"A. Bradbury","doi":"10.2307/j.ctv1qgnq00.8","DOIUrl":"https://doi.org/10.2307/j.ctv1qgnq00.8","url":null,"abstract":"Chapter 4 focuses on the first of the two developments under consideration, the influence of neuroscience. Using ideas from critical neuroscience, it explores how scientific developments have been presented as dramatic revolutionary alternations in how we understand human nature and potential, and how in turn these ‘insights’ have been translated into education. The turn to neuroscience in education has produced particular discourses about children, including an emphasis on the first three years as a vital period of development. The chapter considers the doubts and dangers of neuroscience and the critique from researchers in Early Childhood Education especially, before considering the attractiveness of the field, and the power of the image of the brain scan. These developments are related to discourses of ability and inequalities in education through discussion of how a focus on the brain facilitates a conception of ability as biological, and how discourses of damaged brains present in policy re-inscribe conceptions of the brain as determined by background. It is argued that neuroscience as culturally constructed serves as a biopolitical frame for understanding different children’s abilities and usefulness.","PeriodicalId":254008,"journal":{"name":"Ability, Inequality and Post-Pandemic Schools","volume":"100 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115741922","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"How does the idea of ability relate to inequalities?","authors":"A. Bradbury","doi":"10.2307/j.ctv1qgnq00.7","DOIUrl":"https://doi.org/10.2307/j.ctv1qgnq00.7","url":null,"abstract":"This chapter focuses on inequalities, and how the idea of ‘ability’ relates to their maintenance and reproduction. It begins with an outline of current educational inequalities in England, from early years to secondary education, and the most prominent debates in the field of race and class in education. Then, data from a research project on grouping and other research are used to examine how ability interacts with inequalities, at all levels of the schooling system. Then the resurgence of ideas which link intelligence levels with different social groups, known as the ‘new eugenics’ are considered, along with the challenges posed by epigenetics to deterministic accounts of merit. Finally, the chapter explores how debates about inequalities in education have shifted and continue to change during the COVID-19 crisis.","PeriodicalId":254008,"journal":{"name":"Ability, Inequality and Post-Pandemic Schools","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126909609","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Ability and its use in schools","authors":"A. Bradbury","doi":"10.2307/j.ctv1qgnq00.6","DOIUrl":"https://doi.org/10.2307/j.ctv1qgnq00.6","url":null,"abstract":"This chapter attempts to answer two questions ‘Why examine ability?’, and ‘How is ‘ability’ used in schools?’. It provides a more detailed explanation of the logic of focusing on one key concept and considering its operation at a particular historical time. This then leads onto an overview of the historical context for concepts of ‘merit’ and ‘ability’. Drawing on research data drawn from a survey of over 1000 teachers, the chapter also discusses what is particular about the current use of ability. It is argued that the very ambiguity of the term adds to its power as an organising concept which disadvantages some groups of students. Two key conceptions of ability emerge – ability as innate, and ability as positional. Finally, the last section focuses on research data on how the terms are used in schools as justification for pedagogical practices such as ability grouping. Here I set out the findings from my own research on primary education to emphasise the importance of ability in the organisation of students in classrooms. It is argued that ability works powerfully to justify systems of grouping and labelling pupils which limit expectation and attainment, often in inequitable ways.","PeriodicalId":254008,"journal":{"name":"Ability, Inequality and Post-Pandemic Schools","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132285642","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"List of figures and tables","authors":"","doi":"10.2307/j.ctv1qgnq00.3","DOIUrl":"https://doi.org/10.2307/j.ctv1qgnq00.3","url":null,"abstract":"","PeriodicalId":254008,"journal":{"name":"Ability, Inequality and Post-Pandemic Schools","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125395517","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Challenging ability, inequality and the myth of meritocracy in the post-pandemic era","authors":"A. Bradbury","doi":"10.2307/j.ctv1qgnq00.10","DOIUrl":"https://doi.org/10.2307/j.ctv1qgnq00.10","url":null,"abstract":"The final chapter brings together this discussion of the two educational developments by considering their commonalities and points of difference, and how they coalesce in ways which allow for discourses of ability as fixed and measurable to be reinvigorated. The multiple conceptions of ability are discussed, and it is argued that the slippages between them do not preclude their combined impact of maintaining inequalities. The chapter considers who the ‘winners’ are in the game of meritocracy, which is based on these discourses of ability, and the barriers to thinking differently about individuals. The chapter concludes by considering the future of ability and a post-pandemic hope for the alteration of priorities and practices, despite the continuation of the neoliberal ideology that underpins education policy, and the hope that the idea of ability as fixed and measurable – and the inequalities that result - can be disrupted.","PeriodicalId":254008,"journal":{"name":"Ability, Inequality and Post-Pandemic Schools","volume":"1239 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116485923","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Data and the solidification of ability","authors":"A. Bradbury","doi":"10.2307/j.ctv1qgnq00.9","DOIUrl":"https://doi.org/10.2307/j.ctv1qgnq00.9","url":null,"abstract":"Chapter 5 discusses datafication, defined as an increase in the prominence and importance of data in schools, with an impact on practice, values and subjectivities. The different elements are described here as the Five Ps of datafication: relating to pedagogy, practices, priorities, people and power. It is argued that one result of datafication is that much of what teachers do is geared towards producing the right data, particularly in relation to demonstrating progress. The chapter explains how this has been fed by policy which reifies progress measures and an inspection regime which relies on data analysis. The chapter goes on to explore data-based ability practices – the use of data to label and classify children into different levels or stages, which are then taken to be indicative of levels of ‘ability’. Research data on the significance of progress measures as systems which reduce children to data are explained. It is argued that data have a disciplinary function and that data and ability as discursive formations are co-reliant: data shows ability, and different abilities produce the data. They are also both based on principle of objective measurement as the best means to understand the child as learner.","PeriodicalId":254008,"journal":{"name":"Ability, Inequality and Post-Pandemic Schools","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115329549","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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