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Dr Fiona Beals
Understanding Alternative
Education
What is ‘alternative’ education?
What is it ‘alternative’ to?
Alternative education
Alternative education
“If you happen to be a little innovative, or
maybe you forgot to come to school one
day because you were reading a book or
something, that’s a tragedy, that’s a crime
– because you’re not supposed to think,
you’re supposed to obey, and just
proceed through the material in whatever
way they require”
(Chomsky, 2003, p.28)
The Classroom can be a Space for
Liberation
What’s Holding It Back
• History
– Aristotle
– Mass Schooling
– Education Act 1877
• Purpose
– Philanthropic
– Economic
– Ideological
– Social Control
Alternative education
Primary
School
Technical HS
College University
Working
Class
Jobs
Middle
Class
Jobs
Maori
School
Technical HS
College University
Working
Class
Jobs
Middle
Class
Jobs
Primary
School
High School
University
Primary School
AS NCEA University
ITO/PTE
Working
Class
Jobs
Middle
Class
Jobs
High School
US NCEA ITO/PTE
The Economic, Ideological and
Social Control Purposes of
Schooling
Creates a Problematic Foundation
Ivan Illich
• Experiences of school
• The role of faith
• A person of three
folds:
– Iconoclast
– Polymath
– Apophatic theology
http://en.wikipedia.org/wiki/Ivan_Illich
Deschooling Society
• Any form of
schooling actually
‘dumbs’ people
down
• Hope and
expectation
• Knowledge and
society
• The alternative
Deschooling Society
To reiterate, deschooling argues for:
• Less ‘schools’ not more
• Unlimited alternatives
• Learning that focuses on competence before
qualifications
• Technology that is publicly controlled - toward a
transparent society
• Social ‘goods’ before economic gain
• Trust between older and younger, teacher and student
• Schools weaken people’s sense of place, self, other
people
• The rejection of compulsory schooling
“Learning is like breathing, it is a
natural human activity: it is part of
being alive. A
person who is active, curious, who
explores the world using all his or
her senses, who
meets life with energy and
enthusiasm - as all babies do - is
learning. Our ability to
learn, like our ability to breathe does
not need to be improved or
tampered with.”
(John Holt)
Alternative education
John Taylor Gatto
• Organic intellectual
• School teacher and
social activist
• Brought together the
arguments of social
control, social
stratification, and
social control
• Attempted to redefine
teaching
“Whatever an education is, it should
make you a unique individual, not a
conformist; it should furnish you with
an original spirit with which to tackle
the big challenges; it should allow
you to find values which will be your
road map through life; it should
make you spiritually rich, a person
who loves whatever you are doing,
wherever you are, whomever you
are with; it should teach you what is
important; how to live and how to
die”
(John Taylor Gatto)
Let’s Go Alternative
• A.S. Neil and
Summerhill School
• Out with socialisation
– in with exploration
• Focus on flexible
curriculum
• Built on progressive
pedagogy
“Obviously, a school that makes active
children sit at desks studying mostly useless
subjects is a bad school. It is a good school
only for those who believe in such a school,
for those uncreative citizens who want docile,
uncreative children who will fit into a
civilization whose standard of success is
money…
When my first wife and I began the school, we
had one main idea: to make the school fit the
child – instead of making the child fit the
school”
(Neill, 2006, p.6, authors italics)
The Policy of Summerhill
• Providing choices and
opportunities to young
people (individualisation not
socialisation)
• Compulsory assessment is
not the benchmark standard
• Encourages free play
• Provides students with the
freedom to express and
experience all feelings
• Focuses on using a
democratic process
“Do you think that non-compulsory
lessons were an advantage or a
disadvantage?
An advantage with a big A because
the pressure in compulsory lessons
is ridiculous. If somebody is telling
you that you have to go and that
getting exams is the most
important thing in the world then it
is a lie.”
Carla
The Summerhill Movement -
Metro
• The onslaught of the
Hippy Era
• Freedom Schools
• Freire, Ilich and the
Latin American
Thinkers
• Metro High School
starts in 1977 – 4,000
students apply for 120
places
“The Auckland Metropolitan
College, as a redefinition of the
form of the school, frees the
student from the
“dehumanisation” found in the
isolation of the traditional school
from the community and in the
restriction of the timetable which
predefines when learning will
occur.”
(Hoskins 1975a: 42 in Vaughan, 2001)
The Death of Metro
• Key Problem – State
Funded so bound to
policy
• Tomorrow’s Schools
• Alternative becomes
a cabbage label
• ERO gets the reports
out
The school has become a school of
last resort for students and
parents…The school has retained its
original philosophy and structures and
has tried to make such students fit
them. It has not successfully
adapted its programmes,
management style or teaching
methods to meet the needs of its
present students. (Education Review
Office 1996, November: 5)
There is little evidence that the
majority of students are being
educated as intended for all State
school students. The school has failed
to meet the terms of its charter.
(Education Review Office 1996,
November: 12).
Concluding thoughts??
“Real education is about getting people
involved in thinking for themselves – and
that’s a tricky business to know how to do
well, but clearly it requires that whatever
it is you’re looking at has to somehow
catch people’s interest and make them
want to think, and make them want to
pursue and explore”
(Chomsky, 2003, p.27, author’s
emphasis)

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Alternative education

  • 1. Dr Fiona Beals Understanding Alternative Education
  • 3. What is it ‘alternative’ to?
  • 6. “If you happen to be a little innovative, or maybe you forgot to come to school one day because you were reading a book or something, that’s a tragedy, that’s a crime – because you’re not supposed to think, you’re supposed to obey, and just proceed through the material in whatever way they require” (Chomsky, 2003, p.28)
  • 7. The Classroom can be a Space for Liberation
  • 8. What’s Holding It Back • History – Aristotle – Mass Schooling – Education Act 1877 • Purpose – Philanthropic – Economic – Ideological – Social Control
  • 11. Primary School High School University Primary School AS NCEA University ITO/PTE Working Class Jobs Middle Class Jobs High School US NCEA ITO/PTE
  • 12. The Economic, Ideological and Social Control Purposes of Schooling Creates a Problematic Foundation
  • 13. Ivan Illich • Experiences of school • The role of faith • A person of three folds: – Iconoclast – Polymath – Apophatic theology http://en.wikipedia.org/wiki/Ivan_Illich
  • 14. Deschooling Society • Any form of schooling actually ‘dumbs’ people down • Hope and expectation • Knowledge and society • The alternative
  • 15. Deschooling Society To reiterate, deschooling argues for: • Less ‘schools’ not more • Unlimited alternatives • Learning that focuses on competence before qualifications • Technology that is publicly controlled - toward a transparent society • Social ‘goods’ before economic gain • Trust between older and younger, teacher and student • Schools weaken people’s sense of place, self, other people • The rejection of compulsory schooling
  • 16. “Learning is like breathing, it is a natural human activity: it is part of being alive. A person who is active, curious, who explores the world using all his or her senses, who meets life with energy and enthusiasm - as all babies do - is learning. Our ability to learn, like our ability to breathe does not need to be improved or tampered with.” (John Holt)
  • 18. John Taylor Gatto • Organic intellectual • School teacher and social activist • Brought together the arguments of social control, social stratification, and social control • Attempted to redefine teaching
  • 19. “Whatever an education is, it should make you a unique individual, not a conformist; it should furnish you with an original spirit with which to tackle the big challenges; it should allow you to find values which will be your road map through life; it should make you spiritually rich, a person who loves whatever you are doing, wherever you are, whomever you are with; it should teach you what is important; how to live and how to die” (John Taylor Gatto)
  • 20. Let’s Go Alternative • A.S. Neil and Summerhill School • Out with socialisation – in with exploration • Focus on flexible curriculum • Built on progressive pedagogy
  • 21. “Obviously, a school that makes active children sit at desks studying mostly useless subjects is a bad school. It is a good school only for those who believe in such a school, for those uncreative citizens who want docile, uncreative children who will fit into a civilization whose standard of success is money… When my first wife and I began the school, we had one main idea: to make the school fit the child – instead of making the child fit the school” (Neill, 2006, p.6, authors italics)
  • 22. The Policy of Summerhill • Providing choices and opportunities to young people (individualisation not socialisation) • Compulsory assessment is not the benchmark standard • Encourages free play • Provides students with the freedom to express and experience all feelings • Focuses on using a democratic process
  • 23. “Do you think that non-compulsory lessons were an advantage or a disadvantage? An advantage with a big A because the pressure in compulsory lessons is ridiculous. If somebody is telling you that you have to go and that getting exams is the most important thing in the world then it is a lie.” Carla
  • 24. The Summerhill Movement - Metro • The onslaught of the Hippy Era • Freedom Schools • Freire, Ilich and the Latin American Thinkers • Metro High School starts in 1977 – 4,000 students apply for 120 places
  • 25. “The Auckland Metropolitan College, as a redefinition of the form of the school, frees the student from the “dehumanisation” found in the isolation of the traditional school from the community and in the restriction of the timetable which predefines when learning will occur.” (Hoskins 1975a: 42 in Vaughan, 2001)
  • 26. The Death of Metro • Key Problem – State Funded so bound to policy • Tomorrow’s Schools • Alternative becomes a cabbage label • ERO gets the reports out
  • 27. The school has become a school of last resort for students and parents…The school has retained its original philosophy and structures and has tried to make such students fit them. It has not successfully adapted its programmes, management style or teaching methods to meet the needs of its present students. (Education Review Office 1996, November: 5) There is little evidence that the majority of students are being educated as intended for all State school students. The school has failed to meet the terms of its charter. (Education Review Office 1996, November: 12).
  • 29. “Real education is about getting people involved in thinking for themselves – and that’s a tricky business to know how to do well, but clearly it requires that whatever it is you’re looking at has to somehow catch people’s interest and make them want to think, and make them want to pursue and explore” (Chomsky, 2003, p.27, author’s emphasis)