1 / 16

Deschooling Society: Alternative Education and Critical Pedagogies

Deschooling Society: Alternative Education and Critical Pedagogies. Do we need compulsory education? Is schooling the right or only way to educate? Do we need ‘teachers’? Revisit the question – What is education for?. Ivan Illich – Deschooling Society 1971. Obligatory schooling:

malachi-cooley
Download Presentation

Deschooling Society: Alternative Education and Critical Pedagogies

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Deschooling Society: Alternative Education and Critical Pedagogies • Do we need compulsory education? • Is schooling the right or only way to educate? • Do we need ‘teachers’? • Revisit the question – What is education for?

  2. Ivan Illich – Deschooling Society 1971 Obligatory schooling: • Polarises a society and also grades nations of the world according to the average years of schooling citizens receive. Local and global inequalities. • Schooling does not promote either learning, or justice. Top-down model of schooling makes students powerless. • Schooling about certification and the assignment of social roles • Most people learn what they need and want to know outside of school.

  3. He suggests instead – Learning Webs • Learning provided through networks of TV, tape recorded and other technology which would be free from state control. • People make up own educational journeys, drawing on resources available though libraries, museums, work-places which they visit and gather info themselves. • People exchange skills, get together with peers who may be interested in the same things. • Access professional educators via a directory if they needed their services.

  4. I intend to show that the inverse of school is possible: that we can depend on self-motivated learning instead of employing teachers to bribe or compel the students to find the time and the will to learn; that we can provide the learner with new links to the world instead of continuing to funnel all educational programmes through the teacher. Ivan Illich (1971)

  5. Education thus becomes an act of depositing, in which the students are the depositories and the teacher is the depositor. Instead of communicating, the teacher issues communiqués and makes deposits which the students patiently receive, memorise, repeat. This is the ‘banking’ concept of education, in which the scope of action allowed to the students extends only as far as receiving, filing, and storing the deposits. They do, it is true, have the opportunity to become collectors or cataloguers of the things they store. But in the last analysis, it is the people themselves who are filed away through lack of creativity, transformation, and knowledge in this (at best) misguided system. For apart from inquiry, apart from the praxis, individuals cannot be truly human. Knowledge emerges only through invention and re-invention, through the restless, impatient, continuing, hopeful inquiry human beings pursue in the world, with the world, and with each other. Paulo Freire, Pedagogy of the Oppressed (1996:53)

  6. Popular education is: Rooted in the real interests and struggles of ordinary people Political and critical of the status quo Committed to progressive social and political change in the interests of a fairer and more egalitarian society Its curriculum comes out of the concrete experience and material interests of people in communities It uses participatory methods Crowther et al., 2005

  7. Home schooling ‘Home education is a long established legal right, currently exercised by around 90,000 (1.0%) UK children of compulsory educational age.’ http://www.home-education.org.uk/ Education Otherwise: ‘We take our name from the Education Act, which states that parents are responsible for their children's education, "either by regular attendance at school or otherwise.”

  8. Joseph Beuys (1973) Free International University

  9. http://universityforstrategicoptimism.wordpress.com/

  10. http://reallyopenuniversity.wordpress.com /

  11. http://provisionaluniversity.tumblr.com/

  12. http://www.edu-factory.org/wp/

  13. The University of Utopia http://www.universityofutopia.org/

  14. http://reallyfreeschool.org/

  15. The Social Science Centre, Lincoln One of the unique features of the Centre is that it is run as a ‘not-for-profit’ co-operative. The Centre is managed on democratic, non-hierarchical principles with all students and staff having an equal involvement in how the Centre operates. The co-operative principles on which the management of the Centre is based extend to the ways in which courses are taught. All classes will be participative and collaborative, so as to include the experience and knowledge of the student as an intrinsic part of the course.

More Related