Ability-based streaming in education: Systemic inequities and cautious implementation
Original framing: “Should we ‘stream’ school students based on ability? New research suggests yes – but we need to be cautious” — The Conversation - Global
The practice of streaming has deep roots in colonial education systems, where it was used to maintain social hierarchies and limit access to resources for marginalized groups. Historical parallels can be drawn with caste-based education in India and class-based systems in Europe.
Streaming students by 'ability' is not a neutral educational practice—it is a systemic mechanism that reflects and reinforces broader social hierarchies.
By centering Indigenous and cross-cultural models of learning, integrating marginalized voices, and rethinking the role of teacher expectations, we can move toward more inclusive and equitable education systems. Historical and scientific evidence shows that rigid streaming often perpetuates inequality, while dynamic, relational models offer a more holistic path forward. The trickster perspective reminds us that the very idea of 'ability' is a construct shaped by power and perception, not an objective truth.