Table Of ContentAlternative Education
for the 21st Century
Alternative Education for
the 21st Century
Philosophies, Approaches, Visions
Edited by
Philip A. Woods
and
Glenys J. Woods
ALTERNATIVE EDUCATION FOR THE 21ST CENTURY
Copyright © Philip A. Woods and Glenys J. Woods, 2009.
Softcover reprint of the hardcover 1st edition 2009 978-0-230-60276-2
All rights reserved.
First published in 2009 by
PALGRAVE MACMILLAN®
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registered in England, company number 785998, of Houndmills,
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ISBN 978-1-349-37109-9 ISBN 978-0-230-61836-7 (eBook)
DOI 10.1057/9780230618367
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This book is dedicated to the memory of Professor Bill Boyd,
a loving friend, fine scholar and noble soul whose spirituality
lives on through his legacy
Contents
List of Figures ix
List of Contributors xi
Introduction 1
Philip A. Woods and Glenys J. Woods
1 The K20 Model for Systemic Educational Change and
Sustainability: Addressing Social Justice in Rural Schools
and Implications for Educators in All Contexts 15
Mary John O’Hair, Leslie A. Williams, Scott Wilson, and
Perri J. Applegate
2 Democratic Schools in Latin America? Lessons Learned
from the Experiences in Nicaragua and Brazil 31
Silvina Gvirtz and Lucila Minvielle
3 The Touching Example of Summerhill School 49
Ian Stronach and Heather Piper
4 Quaker Schools in England: Offering a Vision of an
Alternative Society 65
Helen Johnson
5 A Buddhist Approach to Alternative Schooling:
The Dharma School, Brighton, UK 83
Clive Erricker
6 Islamic Schools in North America and the Netherlands:
Inhibiting or Enhancing Democratic Dispositions? 101
Michael S. Merry and Geert Driessen
7 On their Way Somewhere: Integrated Bilingual
Palestinian–Jewish Education in Israel 123
Zvi Bekerman
viii / contents
-
8 “Alternative” Maori Education? Talking Back/Talking
Through Hegemonic Sites of Power 139
Hine Waitere and Marian Court
9 Starting with the Land: Toward Indigenous Thought
in Canadian Education 167
Celia Haig-Brown and John Hodson
10 Montessori and Embodied Education 189
Kevin Rathunde
11 Education for Freedom: The Goal of Steiner/
Waldorf Schools 209
Martin Ashley
12 Pathways to Learning: Deepening Reflective
Practice to Explore Democracy, Connectedness,
and Spirituality 227
Philip A. Woods and Glenys J. Woods
Bibliography 249
Index 275
Figures
1.1 IDEALS and 10 Practices for High Achieving
Schools 18
1.2 Implementation of K20 Model 19
1.3 K20 Model of Systemic Change and Sustainability 20
1.4 K20 Embedded Professional Development for Teachers 29
- -
8.1 He aha tenei: What is This Thing Called Maori
Education? 142
9.1 Medicine Wheel Showing the Four Aspects of the
Self-in-relation 170
9.2 Toward Aboriginal Thought in Education,
Six Directions (after Eber Hampton) 173
10.1 Student Experience in Montessori and
Traditional Schools 204
12.1 Features of Bureau-enterprise and
Developmentally Democratic Education 236
Contributors
Dr. Perri J. Applegate, University of Oklahoma, United States, is a research
associate at the K20 Center for Educational and Community Renewal
at the University of Oklahoma. Dr. Applegate’s publications focus on
democratic education in rural schools and communities. She has twenty-
two years experience in the public schools as an English and journalism
teacher and librarian. She holds B.S.Ed., M.L.I.S., and PhD, all from the
University of Oklahoma.
Professor Martin Ashley, Edge Hill University, UK, is head of research
in Education and director of the Centre for Learner Identity Studies at
Edge Hill University, near Liverpool, UK. His principal research interests
are in gender, generation, social class, and spiritual beliefs as dimensions
of learner identity. He has researched extensively and published widely on
the subject of boys and singing and also maintains an active portfolio of
work on young people and environmental sustainability. During 2005 he
worked with Philip and Glenys Woods on the DfES Steiner Schools in
England project and maintains an interest in Steiner education through
the Waldorf Researching Education Network (WREN).
Dr. Zvi Bekerman, Hebrew University, Israel, is an educational
anthropologist and teaches at the School of Education and the Melton
Center, the Hebrew University of Jerusalem. He is also Faculty member at
the Mandel Leadership Institute in Jerusalem. His main interests are in the
study of culture, ethnic, and national identity, including identity processes
and negotiation during intercultural encounters and in informal learn-
ing contexts. He is widely published in these areas and is coeditor (with
Seonaigh MacPherson) of Diaspora, Indigenous and Minority Education.
He is author (with Claire McGlynn) of Addressing Ethnic Conflict through
Peace Education, published by Palgrave Macmillan.
Dr. Marian Court, Massey University, New Zealand, teaches courses in the
educational leadership programme at Massey University College of Education
in Aotearoa New Zealand. Before this she taught in primary, intermediate,
and secondary schools and worked briefly as an EEO reviewer with the New
xii / contributors
Zealand Education Review Office. Her research and publications have drawn
-
on poststructuralist, feminist, and Kaupapa Maori approaches in explora-
tions of social justice issues in education. Her recent writing has focussed on
the impact of new public management accountability regimes in education;
intersections between gender and ethnicity in teachers’ work and leadership;
and innovatory approaches to sharing school leadership, including a study,
with Hine Waitere, of a bicultural coprincipalship.
Dr. Geert Driessen, Radboud University Nijmegen, the Netherlands,
received a teacher’s degree before continuing on to study educational theory.
His PhD thesis focused on the educational position of ethnic minority stu-
dents in primary education. Currently he is a senior educational researcher
at the ITS (Institute for Applied Social Sciences) of the Radboud University
Nijmegen, the Netherlands. At ITS, he also served as a member of the
Works Council, Head of the Department of Education, and member of the
Management Team. His expertise lies in the field of education in relation
to ethnicity/race, social milieu, and sex/gender. Among other things, he
was involved in the large-scale secondary school cohort study VOCL (400
schools, 20,000 students) and in the large-scale primary school cohort study
PRIMA (600 schools, 60,000 students). Both cohort studies were initiated
to monitor the Dutch education system in general and to evaluate policies
such as the Educational Priority Policy. He also performed policy evalua-
tions with regard to Bilingual Education Programs and Early Childhood
Education Programs. In addition, he has served as a project manager of doz-
ens of research projects. His major research interests include education in rela-
tion to ethnicity/race, social milieu, and sex/ gender; other themes are parental
participation and e ngagement; school choice; religion and religious schools;
Islamic schools; integration and segregation; p articipation and citizenship; pre-
school and early school e ducation; bilingual education; dialects and regional
languages; educational policy; compositional and peer group effects.
Dr. Clive Erricker is county inspector for Religious Education in Hampshire,
UK. Previously he was Head of the School of Religion and Theology
and Reader in the Study of Religions and Education at the University of
Chichester. He is codirector of the Children and Worldviews Project, joint-
editor of the International Journal of Children’s Spirituality, visiting scholar
of the Hong Kong Institute of Education, Research Fellow of the University
of Winchester, and Pilot Examiner for the International Baccalaureate
World Religions Curriculum. He has written many journal articles and
books on religion and education, including a volume on Buddhism in the
Hodder World Faiths Series, which is now in its 4th edition.
Professor Silvina Gvirtz, University of San Andres, Buenos Aries, Argentina,
has a PhD in Education. She is the director of the Master in Education of
