The Palgrave International Handbook of Alternative Education (eBook)

Helen E. Lees, Nel Noddings (Herausgeber)

eBook Download: PDF

2016
XIX, 505 Seiten
Palgrave Macmillan UK (Verlag)
978-1-137-41291-1 (ISBN)

Infos

This state-of-the-art, comprehensive Handbook fully explores the field of alternative education on an international scale. Alternatives to mainstream schooling and education are becoming increasingly recognised as pertinent and urgent for better understanding what really works in successfully educating children and adults today, especially in light of the increased performance driven and managerially organised economic modelling of education that dominates. For too long we have wondered what 'exactly' education done otherwise might look like and here we meet individual examples as well as seeing what alternative education is when a collection becomes greater than the sum of parts. The Handbook profiles numerous empirical examples from around the world of education being done in innovative and excitingly democratic and autonomous ways from Forest Schools and Home Education through to new technologies, neuroscience and the importance of solitude. The book also sets out important theoretical perspectives to inform us why seeing education through an alternative lens is useful as well as urgently needed. 

Global in its perspective and definitive in content, this one-stop volume will be an indispensable reference resource for a wide range of academics, students and researchers in the fields of Education, Education Policy, Sociology and Philosophy as well as educational practitioners. 

Helen E Lees is Lecturer in Education Studies at Newman University, UK and founding Editor-in-Chief of Other Education - The Journal of Educational Alternatives. Her latest monograph is Education Without Schools - Discovering Alternatives (Policy Press, 2014). 

Nel Noddings is Jacks Professor Emeriti of Child Education at Stanford University, USA. She is a highly published, globally renowned philosopher of feminism, education and care.

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This state-of-the-art, comprehensive Handbook fully explores the field of alternative education on an international scale. Alternatives to mainstream schooling and education are becoming increasingly recognised as pertinent and urgent for better understanding what really works in successfully educating children and adults today, especially in light of the increased performance driven and managerially organised economic modelling of education that dominates. For too long we have wondered what "e;exactly"e; education done otherwise might look like and here we meet individual examples as well as seeing what alternative education is when a collection becomes greater than the sum of parts. The Handbook profiles numerous empirical examples from around the world of education being done in innovative and excitingly democratic and autonomous ways from Forest Schools and Home Education through to new technologies, neuroscience and the importance of solitude. The book also setsout important theoretical perspectives to inform us why seeing education through an alternative lens is useful as well as urgently needed. Global in its perspective and definitive in content, this one-stop volume will be an indispensable reference resource for a wide range of academics, students and researchers in the fields of Education, Education Policy, Sociology and Philosophy as well as educational practitioners. 

Inhalt

Contents 6
Contributors 10
List of Figures 18
List of Tables 20
1: Introduction & This Handbook
Introduction by Nel Noddings 21
This Handbook by Helen E. Lees 23
The Chapters: An Overview 25
Part One: Thinking Differently 26
Part Two: Doing Differently 29
Part Three: Acting Differently 31
References 33
Part I: Thinking Differently 34
2: The Mind of the Educator 35
Controversy in the Classroom 35
Controversies Resolved? 36
Relevance of the Pygmalion Study and Its Aftermath 37
Inside the Mind of the Educator 38
Not One Mind, but Two 38
The Relation Between Emotion and Cognition 38
To What Degree are Type 1 and 2 Processes Irrational or Rational? 39
“Can I Believe?” Versus “Must I Believe?” 40
How Do Controversies Persist? 41
Back to Pygmalion 43
Conclusion: Education as Theory or Social Practice? 45
References 46
3: An Ordinary Day 49
References 65
4: Mother Nature’s Pedagogy: How Children Educate Themselves 67
Proof of Children’s Superb Abilities to Educate Themselves 68
Evidence from Little Children 68
Evidence from Hunter-gatherers 69
Evidence from Graduates of Democratic Schools 70
Evidence from Studies of Unschoolers 72
The Educative Instincts 73
Conditions That Optimize Children’s Abilities to Educate Themselves 74
• Immersion in a Stable, Democratic, Moral Community 78
Schools as Settings That Quash Children’s Educative Instincts 79
References 80
5: Using the Future in Education: Creating Space for Openness, Hope and Novelty 81
Of Optimisation, Colonisation and Protection 82
Optimisation: Education for “Autonomous Reflexives” 83
Colonisation: “Correct” Future Visions and Chronological Imperialism 84
Protection: The Fantasy of Education as Talisman to Ward Off Danger 86
Towards a Pedagogy of the Present 87
The Possibility That Things Might Get Radically Better 92
References 94
6: Promise and Peril of Neuroscience for Alternative Education 97
Neuroscience 97
Cautions 99
Critique 101
Firewall 103
Normative Visions 106
Critical Neuroscience 107
References 109
7: What Might Have Been: Women’s Traditional Interests 114
Housekeeping 115
Peace 120
Religion 123
References 127
8: Psychoanalysis and the Challenge of Educational Fantasies 129
Education and Reality 130
Curiosity, Anxiety and Learning 131
Education and the Interpersonal 133
Knowledge and Ignorance 135
Education and Transitional Space 136
Education, Repression and Alienation 138
End Word 141
References 142
9: Great Expectations: Agenda and Authority in Technological, Hidden and Cultural Curriculums 145
Introduction 145
The Formal Curriculum 146
Power and the Curriculum 147
Learner and Knowledge in the Formal Curriculum 148
The Hidden Curriculum 149
Situated Learning 151
The Cultural Curriculum as Autonomous Home Education 152
The Cultural Curriculum 153
Learner and Knowledge in the Cultural Curriculum 155
Similarities and Differences Between Three Models of the Curriculum 157
References 159
10: Alternatives to Education? Impotentiality and the Accident: New Bearings in the Ontology of the Present 161
Introduction: Education and Ontotheology 161
Biopower and the School 163
Spectral Thinking 163
The School as Paradigm 165
Ontological Provocation: School as Exceptional Space 166
Impotentiality and the Ontology of the Accident: Disturbing Shadows 169
References 172
11: Educational Mutuality 174
Introduction 174
The Child’s Voice 178
Defining Alternative Education: A Style of its Own? 179
Horses for Courses 182
Choosing a School or an Education? 183
Widening Education as Concept 184
Concepts as Complex Practical World Problems 184
Rejection 186
Conclusion 187
References 188
Part II: Doing Differently 191
12: Home Education: Practices, Purposes, and Possibilities 192
Participation in Home Education 193
Philosophies and Methods of Home Education 195
Outcomes of Home Education 196
Questions, Complexities, and Tradeoffs 199
References 203
13: School Ethics with Student Teachers in South Africa: An Innovative Educational Intervention 208
Introduction 208
Different Kinds of Moral Education 208
The Particular South African Context 209
Violence in Our Schools 210
The Dilemma That Caused Much Controversy 211
Do I Ignore the Student Teacher’s Allegations About the School or Not? 214
Analysis and Discussion 216
Efficiency, Moral Rightness and Ubuntu 218
Positive Actions That Emerged 219
Conclusion 220
References 221
14: Innovative Experiences in Holistic Education Inspiring a New Movement in Brazil 223
Innovation and Change 223
A Democratic Public School in a Middle Class Neighbourhood: Dialogue and Diversity 226
The Educator Neighbourhood in a Slum Area 228
A Learning Community 230
A Learning Neighbourhood (Bairro-escola) 232
The Direction of the Change: Public Policies of Holistic Education 234
Conclusion 237
References 238
15: Learning at the Edge of Chaos: Self-­Organising Systems in Education 239
Introduction 239
Historical Perspective 240
Children and the Internet 242
Self-Organised Learning Environments (SOLEs) 243
Schools in the Cloud 246
Learning and Chaos 248
Consequences: A Speculative Discussion 249
References 250
16: Fostering Alternative Education in Society: The Caring Communities of “Children’s Dream Park” and “Free Space En” in Japan 252
Introduction 252
A Brief History of Japanese School Education and School Refusers 253
The Kawasaki City Ordinance and the Children’s Dream Park 255
En as a Caring Community 261
Systems and Children 263
References 266
17: Teacher Education: Generator of Change or a Mechanism for Educational Conformity? 268
Introduction 268
Teacher Education in the Twentieth Century 269
Emergent Educational Theories 270
Doing It Differently 271
Tensions in Teacher Education 272
Libertarianism in the 1960s and 1970s 273
The Establishment Response 275
Tightening Control of Teacher Education 277
Conclusion: Where Now? 280
References 281
18: Philosophy with Children: An Imaginative Democratic Practice 284
Introduction 284
Narrative Contexts for Enquiry 285
Schooling and Learning: The Story of Michael 286
A Transformative Pedagogy? 287
Wild Philosophical Things 289
The Pea Beneath the Mattresses: The P and the C in P4C 291
Little Concepts: Big Questions 293
Ageless and Playful P4C 295
Conclusion 296
References 297
19: Forest School: A Model for Learning Holistically and Outdoors 299
Introduction 299
Principles of Forest School 301
An Immersive Learning Environment 304
What Does Forest School Look Like? 306
Forest School for Children Under Three Years of Age 306
Forest School for Three- to Five-year-olds 307
Forest School and Early Formal Schooling 308
Why Is Early Forest School So Important? 309
Forest School with a Range of Client Groups 309
Developing Forest School 310
References 312
20: Creating Spaces for Autonomy: The Architecture of Learning and Thinking in Danish Schools and Universities 315
Introduction 315
The Research Background: The Complexity of Space 316
Physical Space 316
Metaphorical and “Free” Space 317
Methodology 319
The Case Studies 320
Cross-Sectoral Themes 321
Defining and Locating Space 321
Framing the Space 323
Linking Space with Freedom 325
Discussion and Conclusions 326
References 327
Part III: Acting Differently 330
21: Exploration and Rethinking: Student-Voice Studies in China 331
Background: The Historical Silence of  Children’s Voices 331
Understanding Children’s Voices in Modern Times: Beginning of the Nineteenth Century Through the 1940s 334
Politics Shaping Students’ Voices Under the Red Political Power from the 1950s to 1970s 336
Diverse Voices in the Social Transition Period: A Different Generation 337
Epilogue: Challenges for Studies on Student Voice in China 343
References 343
22: Islamic Education as Asymmetrical Democratic Interaction 347
Introduction 347
An Islamic Conception of Human Agency 349
Foundations of Action 350
Requirements of Action 352
Islamic Concept of Education as an Asymmetrical Inter-action 353
Conclusion 360
References 360
23: Is Low-fee Private Schooling in Developing Countries Really an “Alternative”? 362
Introduction 362
Elite Private Schooling 363
Low-fee Private Schools in Developing Countries 365
Are Low-fee Private Schools Really an Alternative? 369
Conclusion 372
References 373
24: Humanist Schools in the Face of Conflicting Narratives and Social Upheaval: The Case of Israel 376
Introduction 376
Conflicting Narratives, Political Extremism and Social Upheaval: Background and Context 378
Stages and Tenets in the Development of the Network for Humanistic Education 379
Developing Humanistic-Dialogic Pedagogy 382
Educational Sovereignty, Social Engagement and Political Activism 384
Three Humanist Schools 385
“Ganim” Humanist Experimental School 385
El-Zaharah Arab Humanist School 387
Bialic-Rogozin Multicultural School 388
Concluding Remarks 390
References 391
25: Geographies of Trust: A Politics of Resistance for an Alternative Education 392
Introduction 392
The Geography of Mistrust 393
Failure and “Not Learning” 393
Student Resistance 395
Making Students Invisible and Silent 397
Trustful Reinvention of Schooling 398
Trust in Learning 398
Conditions for an Alternative 400
Re-engaging with Learning After Disengaging: An Instance of Resistance Through “Quiet Encroachment of the Ordinary” 401
What Might We Learn About Educational Alternatives from “Street Politics”? 403
Conclusion 404
References 405
26: Alternatives to School Sex Education 408
Introduction 408
The Role of the School 409
The Role of Parents 414
Autodidactism 416
Peers, the Media and the Internet 417
Conclusions 419
References 419
27: Critical Animal Pedagogies: Re-learning Our Relations with Animal Others 422
Learning How to Eat and Read Differently: A Theoretical Basis for Critical Animal Pedagogies 422
The Place of Animals and Affect in Education 424
Species-Inclusive Intersectionality Education 427
The Animal–Industrial Complex in Education 429
Vegan Education 432
Critical Animal Pedagogies and Social Change: A Conclusion 433
References 435
28: Solitude and Spirituality in Schooling: The Alternative at the Heart of the School 438
Introduction 438
Schools as Learning Communities 439
Spirituality and the Spirit of the School 442
Solitude and Enstasy in Schools 446
Reaching for Solitude 446
Reaching for Enstasy 447
The Salt of Personhood 449
Conclusion: Creating Alternatives 449
References 450
29: German Kinderlaeden: From Alternative Projects to Professional Pedagogy 453
Anti-authoritarian Aspirations and Counter-Culture 454
Changing Environment and Labour as Commodity 457
Professional Identity and Good Money for Good Work 459
New Role Expectations and Standardisation 462
Waged Labour and Social Reflexivity 463
A Way of Coping and a Political Act 465
References 466
30: Attachment Aware Schools: An Alternative to Behaviourism in Supporting Children’s Behaviour? 469
Introduction 469
Background—The Relevance of Attachment Theory to Educational Practice 470
The Neuroscience of Attachment 473
Towards an Alternative Model—Attachment Aware Schools 475
Attachment Aware Schools—Our Framework 475
Building an Evidence Base 478
Wider Issues and Challenges 482
References 484
Index 490

Produkt-Details

• Erscheint lt. Verlag: 31.8.2016
• Zusatzinfo: XIX, 505 p. 19 illus., 6 illus. in color.
• Verlagsort: London
• Sprache: englisch
• Themenwelt: Geisteswissenschaften
• Themenwelt: Sozialwissenschaften ► Pädagogik ► Allgemeines / Lexika
• Themenwelt: Sozialwissenschaften ► Pädagogik ► Bildungstheorie
• Schlagworte: Autonomous • Child-centred • Different • Home Education • Home schooling • Learning and Instruction • Non-traditional • Progressive • school • Schooling • students
• ISBN-10: 1-137-41291-7 / 1137412917
• ISBN-13: 978-1-137-41291-1 / 9781137412911