Alternative Education Research Papers - Academia.edu (original) (raw)

Waldorf Education follows a holistic approach of children’s development, where the fundamental characteristics are creative/artistic activities, integrating imagination-based teaching methods to support and enhance the development of... more

Waldorf Education follows a holistic approach of children’s development, where the fundamental characteristics are creative/artistic activities, integrating imagination-based teaching methods to support and enhance the development of children’s and adolescents’ physical, social, emotional, and cognitive skills. Neuroeducation provides the most relevant level of analysis for resolving today’s core problems in education. Multiple Intelligence (MI) theory investigates ways of using the theory as a framework in school for improving work quality, collaborations, opportunities for choice, and a role for the arts. To that end, we provide a systematic literature review that critiques and synthesizes representative literature on these three topics in order to reveal new perspectives towards a novel transformative educational paradigm in a digitized society. A comprehensive analysis of theoretical and empirical articles between 2000 and 2019 is provided. The search included five main academic...

This article introduces this Special Issue of FORUM with a discussion of freedom and autonomy and considers the ways in which alternative approaches to pedagogy might provide opportunities to address inequalities in the context of... more

This article introduces this Special Issue of FORUM with a discussion of freedom and autonomy and considers the ways in which alternative approaches to pedagogy might provide opportunities to address inequalities in the context of education and in society beyond education. The article draws on work carried out in a project funded by an ESRC seminar series grant entitled 'Thinking the 'Yet to be Thought': an international cross-sector seminar series exploring socially just education and inequalities in education'. Underpinning the article is a belief in the intrinsic power of pedagogy to interrupt dominant paradigms and the article acknowledges the importance of surfacing the role of pedagogic discourse in intensifying existing inequalities. Despite the rising tide of neo-liberalism in education across the world, this article and the special issue that follows provide examples of positive educational practice and spaces of resistance where schools, colleges and other educational institutions are doing things differently.

В сборника са събрани автентични текстове и ресурси, които са включени в смесеното изследване по проект "Концептуално и приложно многообразие на свръзаността между формалното и неформалното образование", финансирано от Университетски фонд... more

В сборника са събрани автентични текстове и ресурси, които са включени в смесеното изследване по проект "Концептуално и приложно многообразие на свръзаността между формалното и неформалното образование", финансирано от Университетски фонд "Научни изследвания" на Софийския университет пррез 2021 г. Той ще бъде достъпен за свободно ползване в електронне вариант от началото на 2022 г.

This paper is about educational policy in England. It explores the Coalition Government's key policies about localism, decentralisation and education, and assesses whether these present opportunities for a radical school to apply for... more

This paper is about educational policy in England. It explores the Coalition Government's key policies about localism, decentralisation and education, and assesses whether these present opportunities for a radical school to apply for state funding as a Free School. A case study from the independent sector-a democratic school which is run by students as well as teachers-is used as an example. Following this, the conclusion is drawn that the Coalition Government has given mixed messages in terms of its commitment to decentralisation, and that, in fact, they would be challenged by an application for a radical Free School.

Creative Inquiry frames learning and education as a larger manifestation of the creative impulse rather than as the fundamentally instrumental acquisition, retention, and reproduction of information, or Reproductive Learning. Montuori, A.... more

Creative Inquiry frames learning and education as a larger manifestation
of the creative impulse rather than as the fundamentally instrumental acquisition, retention, and reproduction of information, or Reproductive Learning.
Montuori, A. (2011). Creative inquiry. In N. M. Seel (Ed.), The encyclopedia of the sciences of learning. Heidelberg: Springer.

There has been a continuous attack on education, particularly alternative, progressive, democratic and liberatory forms of education that seek social justice and an equality of opportunity for all to develop. In the UK this has led to an... more

There has been a continuous attack on education, particularly alternative, progressive, democratic and liberatory forms of education that seek social justice and an equality of opportunity for all to develop. In the UK this has led to an attack on educators as 'the enemies of promise' by the Secretary of State for Education. However, what is being proposed by policy makers are the old 'know your station in life' strategies of managing inequality. These have always resulted in a violation of the intelligence of people.

The great possibility of alternative education programs rests in the affront to established conventions that these present for what counts as learning, engagement and the experience of schooling. This paper takes as its point of focus one... more

The great possibility of alternative education programs rests in the affront to established conventions that these present for what counts as learning, engagement and the experience of schooling. This paper takes as its point of focus one specific, in-school alter- native learning program, and considers the possibilities for student re-engagement that emerged via the repair and restoration of old bicycles. The discussion focusses particularly on the “informality” that presented within the day-to-day dynamics of the program and how the space provided in the program’s workshop sessions offered the opportunity for students to re-configure their relation- ships with each other, their teachers and the larger practice of schooling. A discussion of both the potential and risk of a “pedagogy of informality” is posited in light of current discussions in the literature of alternative education in Australia.

Notre proposition se pose la question des raisons et des ressources du geste « d’enseigner différemment » à l’université française pour les enseignants de philosophie qui déplorent l’absence de pédagogie universitaire. Pour ce faire,nous... more

Notre proposition se pose la question des raisons et des ressources du geste « d’enseigner différemment » à l’université française pour les enseignants de philosophie qui déplorent l’absence de pédagogie universitaire. Pour ce faire,nous préciserons notre champ d’analyse dans un premier temps, dans le but de former un rapide état des lieux de l’ingénierie pédagogique universitaire en France pour la philosophie. Celui-ci nous permettra de distinguer trois raisons de l’entrée en pédagogie différente. Puis, dans un second temps nous présenterons une expérimentation menée à l’université pour illustrer les ressources pédagogiques d’une nouvelle posture possible pour l’enseignant ; celle de l’animation socioculturelle.

African American youth are 3.5 times more likely than their white counterparts to be expelled from traditional public schools and sent to an alternative school—an exclusionary disciplinary setting focused on behavior modification. Yet how... more

African American youth are 3.5 times more likely than their white counterparts to be expelled from traditional public schools and sent to an alternative school—an exclusionary disciplinary setting focused on behavior modification. Yet how administrators and faculty supervise students’ behavioral achievement in these settings is seldom examined. This research investigates how faculty and administrators define and implement a behavior modification program at Richmond Learning Center, an alternative education setting in Mississippi, and places African American boys as young as 12 years old on a path to prison. To understand how faculty and administrators perceive and practice this program, I performed 9 semi-structured interviews with administrators and faculty and approximately 100 hours of participant observations at the school. I find that administrators and faculty implement a structurally undefined behavior modification program that 1) takes a hands-off approach to the educational and behavioral development of its students; and 2) relies on both the insidious and spectacular surveillance of its African American students. Notably, while faculty and administrators acknowledge the shortcomings of the alternative system, they ultimately blame students who get in trouble under the watchful eyes of the school. These findings have important implications for understanding how some alternative centers criminalize African American boys and places them in the school-to-prison pipeline.

The Waldorf approach, with currently over one thousand institutions on all five continents, is the largest independent school movement in the world. It is built on the humanistic ideals and values of its founder, the scientist and... more

The Waldorf approach, with currently over one thousand institutions on all five continents, is the largest independent school movement in the world. It is built on the humanistic ideals and values of its founder, the scientist and philosopher Rudolf Steiner, who maintained that all teaching should be based on true understanding of the developing human as a being of intellect as well as of feeling and volition. These three aspects of the human nature are reckoned with and fostered in all subjects of the Waldorf curriculum, including, of course, foreign languages. This article attempts to discuss the theoretical background which shapes the teaching of foreign languages at Waldorf (Steiner) schools with a particular focus on the role of language in human development. Furthermore, it presents the outcomes of a survey which focuses on the thoughts, feelings and experience of Czech elementary Waldorf school graduates practising this approach to foreign language instruction.

Rudnicki, P. (2014). ASSA – „szkoła, która nie chciała być szkołą” – dwadzieścia lat później. W: K. Gawlicz, P. Rudnicki, M. Starnawski, T. Tokarz (red.), Demokracja i edukacja: dylematy, diagnozy, doświadczenia (s. 244–278). Wrocław:... more

Rudnicki, P. (2014). ASSA – „szkoła, która nie chciała być szkołą” – dwadzieścia
lat później. W: K. Gawlicz, P. Rudnicki, M. Starnawski, T. Tokarz (red.), Demokracja i edukacja:
dylematy, diagnozy, doświadczenia (s. 244–278). Wrocław: Wydawnictwo Naukowe
Dolnośląskiej Szkoły Wyższej.

Back cover text: Real Social Science presents a new, hands-on approach to social inquiry. The theoretical and methodological ideas behind the book, inspired by Aristotelian phronesis, represent an original perspective within the social... more

Back cover text: Real Social Science presents a new, hands-on approach to social inquiry. The theoretical and methodological ideas behind the book, inspired by Aristotelian phronesis, represent an original perspective within the social sciences, and this volume gives readers for the first time a set of studies exemplifying what applied phronesis looks like in practice. The reflexive analysis of values and power gives new meaning to the impact of research on policy and practice. Real Social Science is a major step forward in a novel and thriving field of research. This book will benefit scholars, researchers, and students who want to make a difference in practice, not just in the academy. Its message will make it essential reading for students and academics across the social sciences.

[Punitive] perspectives on artistic education and aesthetic knowing in classrooms void of creative expression. And how to get it back. (A critique and response to the question: What impact would art education have on creative cognition... more

[Punitive] perspectives on artistic education and aesthetic knowing in classrooms void of creative expression. And how to get it back.
(A critique and response to the question:
What impact would art education have on creative cognition in both students’ ability to problem solve and on teachers’ ability to teach with passion as co-learners?)

From the perspective of alternative education philosophies, compulsory schooling seems ridiculous. Firstly there are the human and children's rights issues. The lack of care for the dignity of the person, the physical violence, the... more

From the perspective of alternative education philosophies, compulsory schooling seems ridiculous. Firstly there are the human and children's rights issues. The lack of care for the dignity of the person, the physical violence, the potential abuse because of power structures and so on. A perspective on compulsory schooling which performs like this is connected to schools as a social function in ways that emerge from within the failing aspects of the centre of the schooling enterprise. They are its shadow side but also perhaps its source of most hope. Secondly there is the law. In many countries schooling is not compulsory in any way. The UK and America are two countries where this reality has taken on a power and a life that begins - because of the growing numbers of home educators - to challenge the possibility of an assumption that education is schooling and to challenge also the philosophy that goes with it. Education alone is fairly compulsory these days. The mechanism by which that truth bears itself out varies and can vary. In countries where this “truth” is not the case and it is schooling that is indeed compulsory, interesting factors contribute to that situation: in Germany the compulsory nature of schooling was enshrined in law by Adolf Hitler and has not been changed since. In Sweden where home education becomes close to impossible, complaints of the rise of the political far right temporally tally with complaints from parents who find their choice about educating their children diminishes to the point where the state is the educator of the child. And so we are back to human rights, but this time of parents. This chapter will examine the very idea of compulsory schooling from the point of view of an alternative world of education, where different rules apply. This will highlight the role of educational philosophy from and in an alternative education perspective.

A zene és a tánc, mint sajátosan emberi önkifejezési, és egyben kommunikációs lehetőség kiválóan alkalmas a rögtönzésre. Számos zene-és táncpedagógiai koncepció megalkotója látta meg ebben azt a lehetőséget, hogy a készségek – többek... more

A zene és a tánc, mint sajátosan emberi önkifejezési, és egyben kommunikációs lehetőség kiválóan alkalmas a rögtönzésre. Számos zene-és táncpedagógiai koncepció megalkotója látta meg ebben azt a lehetőséget, hogy a készségek – többek között a ritmusérzék, a mozgáskoordináció, a mélység-magasságérzet, a hangszínhallás képessége, a dallamalkotási készség, és még folytathatnánk a sort – és a kreativitás fejlesztése terén az interpretáció mellett az improvizáció is segítségül szolgálhat.
E tanulmány célja, hogy – fókuszáltan főként a zenepedagógiára – betekintést nyerjünk az egyes metódusok improvizációs gyakorlatába, választott eszközrendszerébe és eredményeibe. Elsőként a külföldi – szokásosan alternatívként emlegetett – koncepciók bemutatása és rögtönzési gyakorlata, ezt követően pedig a hazai kezdeményezések áttekintése következik.

This article examines five common misunderstandings about case-study research: (a) theoretical knowledge is more valuable than practical knowledge; (b) one cannot generalize from a single case, therefore, the single-case study cannot... more

This article examines five common misunderstandings about case-study research: (a) theoretical knowledge is more valuable than practical knowledge; (b) one cannot generalize from a single case, therefore, the single-case study cannot contribute to scientific development; (c) the case study is most useful for generating hypotheses, whereas other methods are more suitable for hypotheses testing and theory building; (d) the case study contains a bias toward verification; and (e) it is often difficult to summarize specific case studies. This article explains and corrects these misunderstandings one by one and concludes with the Kuhnian insight that a scientific discipline without a large number of thoroughly executed case studies is a discipline without systematic production of exemplars, and a discipline without exemplars is an ineffective one. Social science may be strengthened by the execution of a greater number of good case studies.

Culture-bound disorders, or culture-bound mental disorders, are psychological disorders or syndromes that are considered specific or closely related to cultural factors and or particular ethno cultural groups By definition, the hikikomori... more

Culture-bound disorders, or culture-bound mental disorders, are psychological disorders or syndromes that are considered specific or closely related to cultural factors and or particular ethno cultural groups By definition, the hikikomori (the term can also be used in the plural) is one who retires from the community in order to have a solitary lifestyle. The Japanese term hiki means "to pull" and komoru means "retiring" or "withdrawing," hence the sense of pulling out from the community. The hikikomori is acknowledged a uniquely Japanese phenomenon. The typical hikikomori is a male (80% are male), teenaged to 30 years old, who has resigned from school or job, with poor technical skills. usually, the subjects are unemployed, residing in a separate room in his parents' house, avoiding any contact or coming out, taking meals left at his door by his friends or parents, spending the day reading, browsing, viewing television, idling.

Corporations dominate our societies. They employ us, sell to us, and influence how we think and who we vote for, while their economic interests dictate local, national, and global agendas. Written in clear and accessible terms, this... more

Corporations dominate our societies. They employ us, sell to us, and influence how we think and who we vote for, while their economic interests dictate local, national, and global agendas. Written in clear and accessible terms, this much-needed textbook provides critical perspectives on all aspects of the relationship between business and society: from an historical analysis of the spread of capitalism as the foundation of the 'corporate' revolution in the late nineteenth-century to the regulation, ethics, and exclusionary implications of business in contemporary society. Furthermore, it examines how corporate power and capitalism might be resisted, outlining a range of alternatives, from the social economy through to new forms of open access or commons ownership.

This research aims to analyse the relationship between the embedding of bushcraft skills into formal countryside management qualifications and the performance of students. It shows through the testing of two cohorts of students one of... more

This research aims to analyse the relationship between the embedding of bushcraft skills into formal countryside management qualifications and the performance of students. It shows through the testing of two cohorts of students one of which received no bushcraft tuition and one which did that the results differ significantly between the two groups. The group which received bushcraft tuition demonstrated much greater skills in the tested topic of plant identification and the potential reasons for this improved performance will be discussed here.

Waldorf schools strive to create learning opportunities for well-rounded growth of the individual through the faculties of thinking, feeling and willing. Assessment, as perceived and practised in these schools, should in the first place... more

Waldorf schools strive to create learning opportunities for well-rounded growth of the individual through the faculties of thinking, feeling and willing. Assessment, as perceived and practised in these schools, should in the first place be a means of supporting learning and development. Waldorf assessment abstains from grading, is qualitatively oriented, and deals with academic achievements as well the pupils' artistic, emotional and physical development, both individually and as a group. This illustrative case study examines essential theoretical principles regarding assessment in Waldorf pedagogy and how these are practically implemented in a Czech elementary Waldorf school. Its empirical aim is to explore final reports from English as a foreign language in primary and lower-middle school and study how they reflect and respect the essential theoretical principles regarding assessment at Waldorf schools.

Youth mental health is an area of profound disparity between the demand and supply of services, particularly in schools that serve students at risk of school dropout. This article describes the conceptual foundations and implementation of... more

Youth mental health is an area of profound disparity between the demand and supply of services, particularly in schools that serve students at risk of school dropout. This article describes the conceptual foundations and implementation of MAGNIFY, a program that provides free group counseling to small alternative schools with students who have a history of behavioral problems in school or have been labeled at risk of dropping out of school. MAGNIFY is a non-structured program that uses school counseling graduate students to facilitate weekly school-based interpersonal process groups and is financially supported by local businesses and donors. Program components, finances, limitations, and implications are discussed.

The doctoral dissertation is defined as an original contribution to a field. By definition, this makes the dissertation a creative product, and the result of a creative process. The creative process of doctoral work has historically not... more

The doctoral dissertation is defined as an original contribution to a field. By definition, this makes the dissertation a creative product, and the result of a creative process. The creative process of doctoral work has historically not been highlighted. The same is true for education as a whole. While there is an increasing call for greater creativity in education, they remain aspirational. In this article we describe the underlying premises and some of the practices of a doctoral degree that has been designed with the intention of foregrounding the creative process.

This study attempts to examine the current methods of teaching science in schools and provide alternative, innovative approaches for teaching science in schools. This research looks at how the current techniques of teaching science,... more

This study attempts to examine the current methods of teaching science in schools and provide alternative, innovative approaches for teaching science in schools. This research looks at how the current techniques of teaching science, mainly blackboard teaching and digital simulation classes are being used in teaching which does not cater to the basic essence of science learning that is understanding the process of science through experiences. Although, the traditional techniques of teaching are proven and effective in most scenarios so far, but the researcher believes that the study of science can be made more interesting for the students and thus help in their better understanding of science.
So, the researcher suggests various methods that can be more attractive, interesting and thus gain attention of the students and help create better scientific environment in schools.
The innovative methods that have been listed out in the study are interesting and involve active participation of the students in the process of understanding science. The methods listed are: use of low cost apparatus and hands on learning, story-telling, role-play and sports based learning. These methods can be adapted in the teaching of general sciences and mathematics most suited to elementary and middle school.

A far-ranging review of a new book for young readers on how to get involved in and build a real movement, here & now, to transform awareness and take local action hands- and hearts-on as active agents in confronting climate change: a... more

A far-ranging review of a new book for young readers on how to get involved in and build a real movement, here & now, to transform awareness and take local action hands- and hearts-on as active agents in confronting climate change: a transformation eco-agenda: Naomi Klein, HOW TO CHANGE EVERYTHING. The Young Human’s Guide to Protecting the Planet and Each Other. With Rebecca Stefoff. New York: Atheneum Books for Young Readers. Simon & Schuster Children’s Publishing Division 2021. Written by Canadian-born, US social activist and public intellectual Naomi Klein, it is meant for young readers still in school, esp. tweens and teens (and their teachers). It is loaded with information and stimuli to take practical action to stem climate change, and also to change various aspects of our grossly unequal society and economy.