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.
Drawing on detailed qualitative research, this timely study explores the experiences of fathers who take on equal or primary care responsibilities for young children.
The authors examine what prompts these arrangements, how fathers adjust to their caregiving roles over time, and what challenges they face along the way.
The book asks what would encourage more fathers to become primary or equal caregivers, and how we can make things easier for those who do. Offering new academic insight and practical recommendations, this will be key reading for those interested in parenting, families and gender, including researchers, policymakers, practitioners and students.
European colonization of other continents has had far-reaching and lasting consequences for the construction of childhoods and children’s lives throughout the world.
Liebel presents critical postcolonial and decolonial thought currents along with international case studies from countries in Africa, Latin America, and former British settler colonies to examine the complex and multiple ways that children throughout the Global South continue to live with the legacy of colonialism.
Building on the work of Cannella and Viruru, he explores how these children are affected by unequal power relations, paternalistic policies and violence by state and non-state actors, before showing how we can work to ensure that children’s rights are better promoted and protected, globally.
89 Families, Relationships and Societies • vol 8 • no 1 • 89–104 • © Policy Press 2019 Print ISSN 2046 7435 • Online ISSN 2046 7443 • https://doi.org/10.1332/096278917X15015139344438 Accepted for publication 22 July 2017 • First published online 02 August 2017 article Comparative life experiences: young adult siblings with and without disabilities’ different understandings of their respective life experiences during young adulthood Ariella Meltzer, firstname.lastname@example.org University of New South Wales, Sydney, Australia Research shows that siblings of people
works in new ways in the current system, and the post-pandemic era offers new dangers, as well as new ways of thinking. As mentioned, I use the term inequalities 1 here to consider those disparities relating mainly to class and race. The intention is not to dismiss other forms of inequality, but simply to make the topic manageable. Other scholars have dealt more thoroughly with issues of gender, religion, sexuality, dis/ability and others, and their intersection; and how this relates to perceptions of ability and students’ identities as learners (Francis and
education system. Other aspects of identity and differentiation matter too, of course – gender and dis/abilty most notably – but are not my main focus here. Various parts of this book concentrate more closely on race or class, with an awareness that these and other elements of identity intersect. A further point of theoretical importance here is the influence of Disability Critical Race Studies, or DisCrit (Annamma et al 2013 ; Annamma et al 2018 ), which is an off-shoot of CRT that combines discussion of racism with ideas from disability studies. DisCrit alerts us
’ through the development of epigenetic interventions (Rose 2007 , p. 15, cited in Gulson and Webb 2018 , p. 281). Regulation of the population is an inherent part of education and schooling, but what is particularly relevant here is the continuation of the discourses of normalisation and standardisation and measurability, which are inherently related to race and class, as I discuss further in Chapter 3 . As mentioned, the school is a place where regulatory and disciplinary power meet, through the operation of the norm. A note on ability and dis/ability One
one of them if they agree or disagree. The classic example are the legal norms in the so-called welfare states whose purpose is to socially insure people in need (for example, through compulsory health insurance) or people who are likely to need help or material support in the course of their life (for example, retirement provisions, or compulsory work disability payments). What is not to be forgotten are the norms and rules that force certain groups of people to take care of others when they are jointly responsible for their situation of need (for example
order is not least linked to forms of social inequality, which are based on the unequal assessment of people of different origins and skin colour. They can condense into racist practices that lead to multiple (‘intersectional’) forms of discrimination and disability in conjunction with other visible personality traits. It is more difficult to deal with the ‘traditional practices’ (UNCRC). 23 They can harm children, for example, by causing pain and prolonged physical impairment. This applies to, for instance, often religiously justified traditions, such as FGM or
.email@example.com University of Sheffield, UK Joanne Warner, J.Warner@kent.ac.uk University of Kent, UK This article explores how the child protection system currently operates in England. It analyses how policy and practice has developed, and articulates the need for an alternative approach. It draws from the social model as applied in the fields of disability and mental health, to begin to sketch out more hopeful and progressive possibilities for children, families and communities. The social model specifically draws attention to the economic, environmental and cultural barriers