title: The crisis of COVID-19 and opportunities for reimagining education
abstract: Our argument in this brief contribution is that COVID-19 has brought the experience of education to a crisis with respect to its practices and the theories that inform it. The practice crisis is about the glaring inequalities in peoples' access to education. The theory crisis is about how we learn. Our contention is that our dominant cohort learning approaches fail to address the many differences children bring to the learning task. In response we make two key moves: the first is to restore the 
journal: Journal of Education