Alice Bradbury discusses how the meritocracy myth reinforces educational inequalities and analyses how the recent educational developments of datafication and neuroscience might challenge how we classify and label children as we rebuild a post-pandemic schooling system.
Focusing on the increasing prevalence of digital data in education, this book critically examines its influence on primary and early years settings. It delves into the implications of a data-driven approach in schools, addressing the challenges and transformations that arise from a 'data-obsessed' culture in educational environments. Through analysis, it sheds light on how data shapes teaching practices and learning experiences for young children.
Policy, assessment and young children's identities
Focusing on the impact of assessment policy in primary education, the book explores how a specific model of the "good learner" perpetuates inequality in early years classrooms. Through critical sociological perspectives, Alice Bradbury highlights the experiences of students, revealing how certain groups are marginalized and excluded from achieving educational success. The work emphasizes the need to address these systemic issues to promote equity in education.