Post-Covid Schooling - Future Alternatives to the Global Normal By Clive Harber


  • John Howlett Keele University, Keele, Newcastle under Lyme, Staffordshire, UK.


According to the accepted (and indeed acceptable) narrative, education and schooling has been one of the biggest casualties of the systematic policy of lockdown implemented by governments across the world in response to the spread of coronavirus. Whether from those sceptics opposed to such measures from the start—and I am bound to declare my own allegiance to this camp—or else those only now coming belatedly to assess the wider damage, the closing of classrooms, the move, where possible, to online learning and the curtailing of assessments throughout much of 2020 and into 2021, has caused much consternation and anger. Even those, usually scientists, who clamoured persistently for restrictive measures are admitting now that schools should have been left alone. Nor are such expressions of mea culpa unfounded; within the United Kingdom for instance the government inspectorate OFSTED have alluded to the problem of “ghost children”—defined as those who have “fallen off the radar during the pandemic” (The Independent, December 7, 2021)—whilst a recent policy paper by academics at University College London (UCL) has spoken of the “considerable harms to CYP (children and young people) health and wellbeing” (Viner et al, 2021)....

Author Biography

John Howlett, Keele University, Keele, Newcastle under Lyme, Staffordshire, UK.

Lecturer in Education Studies