Alternative Education for the 21st Century: Philosophies, Approaches, Visions

Overview

This is a unique collection of leading examples of education grounded in alternative philosophies and cultures – from initiatives to create more democratic schools, through Quaker, Buddhist, Islamic, Montessori and Steiner/Waldorf schools, to Maori and First Nations education in Canada and Palestinian Jewish schools in Israel. Aimed at educational practitioners, leaders, and policy-makers in all types of educational settings, as well as academics and researchers, the book is a resource to help educators think ...

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Overview

This is a unique collection of leading examples of education grounded in alternative philosophies and cultures – from initiatives to create more democratic schools, through Quaker, Buddhist, Islamic, Montessori and Steiner/Waldorf schools, to Maori and First Nations education in Canada and Palestinian Jewish schools in Israel. Aimed at educational practitioners, leaders, and policy-makers in all types of educational settings, as well as academics and researchers, the book is a resource to help educators think creatively about education at a time when the need to find new ways to nurture spiritual and holistic growth and democratic citizenship has never been greater.

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Editorial Reviews

From the Publisher
“This is an important and timely book. Not only does it name and explore a range of convincing alternatives to an exhausted and exhausting present, through rich accounts of inspirational practice and incisive and imaginative analysis, it reconnects schooling and education in ways which take seriously the development of the whole person and the development of a vibrant and inclusive democracy.”—Michael Fielding, Professor of Education, Institute of Education, University of London

“In an era of standardization, curriculum-narrowing, and high stakes testing, Alternative Education for the 21st Century provides thoroughly refreshing perspectives on education. The book is international in scope, and by introducing a wide range of different models of schooling in diverse cultures, it offers the reader fascinating alternatives to the current restrictive trends in education. I recommend this book highly; it has helped to restore my faith in the promise of a meaningful reflective, democratic and ethical education in which one size definitely does not fit all students and in which boundary-crossing between mainstream and alternative schooling can occur.”—Joan Poliner Shapiro, Professor of Educational Leadership & Policy Studies, College of Education, Temple University

“Many educators today are worried about the narrow approaches to schooling so often being implemented to meet the perceived needs of a globally competitive environment. This extraordinary book provides them with a rich variety of alternative models of schooling to reflect upon and contrast with today’s offerings. The alternatives presented in this book provide a vehicle for broadening schooling by deepening reflection on the other options available for more humanistic approaches to student development and equity and excellence in outcomes for students.”—William L. Boyd, Batschelet Chair of Educational Leadership, Pennsylvania State University; Editor of American Jourbanal of Education

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Product Details

  • ISBN-13: 9780230602762
  • Publisher: Palgrave Macmillan
  • Publication date: 12/1/2008
  • Edition description: New Edition
  • Pages: 300
  • Sales rank: 1,431,676
  • Product dimensions: 5.70 (w) x 8.30 (h) x 0.80 (d)

Meet the Author

Philip A. Woods holds a Chair in Educational Leadership and Policy in the Department of Education, University of Gloucestershire, UK. He is author of Democratic Leadership in Education (2005), and has written and researched extensively on educational policy, leadership and governance, as well as exploring issues to do with creativity and values-intuitive social action in sociological theory.

Glenys J. Woods is Research Fellow in the Department of Education, University of Gloucestershire, UK. Her foundational interest is in spiritual awareness. She is an Angelic Reiki healer. She has undertaken research into spirituality, educational policy and leadership and is co-author of the first comprehensive review of Steiner schools in England.

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Table of Contents

Introduction—Philip A. Woods & Glenys J. Woods
• The K20 Model for Systemic Educational Change and Sustainability: Addressing Social Justice in Rural Schools and Implications for Educators in All Contexts—Mary John O’Hair & Leslie A. Williams & Scott Wilson & Perri Applegate
• Democratic Schools in Latin America? Lessons Learned from the Experiences in Nicaragua and Brazil—Silvina Gvirtz & Lucila Minvielle
• The Touching Example of Summerhill School—Ian Stronach & Heather Piper * Quaker Schools in England: Offering a Vision of an Alternative Society & Helen Johnson
• A Buddhist Approach to Alternative Schooling: The Dharma School, Brighton, UK—Clive Erricker
• Islamic Schools in the US and Netherlands: Inhibiting or Enhancing Democratic Dispositions?—Michael Merry & Geert Driessen
• On Their Way Somewhere: Integrated Bilingual Palestinian Jewish Education in Israel—Zvi Bekerman
• ‘Alternative’ Maori education? Talking Back/Talking Through Hegemonic Sites of Power—Hine Waitere & Marian Court
• Starting with the Land: Toward Indigenous Thought in Canadian Education—Celia Haig-Brown & John Hudson * Montessori and Embodied Education—Kevin Rathunde
• Education for Freedom: The Goal of Steiner/Waldorf Schools—Martin Ashley
• Pathways to Learning: Deepening Reflective Practice to Explore Democracy, Connectedness and Spirituality—Philip A. Woods & Glenys J. Woods

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