Everybody agrees that the COVID-19 pandemic is a big disruption in education. It questions many traditional rules and structures that have organised the work of schools in the past. But not everyone agrees that the pandemic will eventually change schools. In this article, I narrow the scope of that question and ask whether the pandemic helps us fix some of the pre-existing inequalities that we were unable, and often unwilling, to improve. I argue that as we think about how education should be reimagined, it is paramount to continue efforts to make education more inclusive, fairer and equitable for all. I take some early examples from two distinct education systems, Australia and Finland, to highlight how disrupted teaching caused by school closures has had different impacts on schools and teachers. The conclusion is that the pandemic may help make education more equitable if current socio-economic inequalities are addressed early on; teachers and principals are trusted more in leading schools forward in the post-pandemic world; and schools and children are supported to become more self-directed in leading and learning.

所有人都同意，COVID-19 大流行对教育造成了巨大破坏。它对过去组织学校工作的许多传统规则和结构提出了质疑。但并非所有人都同意这一流行病最终会改变学校。在这篇文章中，我缩小了这个问题的范围，并询问这一流行病是否有助于我们解决一些我们无法而且往往不愿意改善的先前存在的不平等现象。我认为，当我们思考如何重新构想教育时，最重要的是继续努力使教育对所有人来说更加包容、更加公平和公正。我举了澳大利亚和芬兰这两个不同教育体系的一些早期例子，以强调学校停课造成的教学中断对学校和教师产生了不同的影响。结论是，如果及早解决当前的社会经济不平等问题，这场大流行病可能有助于使教育更加公平；教师和校长在引领学校在疫情后的世界中前进方面受到更多信任；支持学校和儿童在领导和学习方面变得更加自主。