Remaking Education at Anarchist-Inspired Alternative School
Abstract
This article explores the philosophy and practice of anarchist education within the context of an alternative middle and high school in an urban setting. It sets out to explore how educators within the field reconcile some of the tensions and conflicts at the heart of anarchist thinking, particularly as it pertains to its organizational structure and educational practices. To do this, the article begins by examining the history and practice of anarchist education, arguing for a recovery of its emancipatory, political roots, and a problematization of the neoliberal focus on management and performance, an approach that divests education of its political and ethical content. We then provide a concrete example of anarchism that informs the organizational practice of an alternative school animated by anarchist principles and radical traditions in education. We argue that the political challenges we face demand project-oriented schools characterized by dialogic governance and a relational approach to justice. Such schools may help us reimagine education to promote both individual and collective flourishing.
Keywords
Full Text
PDF (English)Riferimenti bibliografici
Apple, M.W. (2012), Knowledge, power, and education: The selected works of Michael W. Apple, New York and London: Routledge.
Avrich, P. (2006), The modern school movement: Anarchism and education in the United States, Oakland: AK Press.
Bakhtin, M. (2013), Problems of Dostoevsky’s poetics (vol. 8), Minneapolis: University of Minnesota Press.
Bakunin, M.A. (1970), God and the State, New York: Courier Corporation.
Booth, W.C. (2013), “Introduction”, in M. Bakhtin, Problems of Dostoevsky’s Poetics, Minneapolis: University of Minnesota Press, pp. xiii-xxvii.
Delpit, L. (2006), Other people’s children: Cultural conflict in the classroom, New York: The New Press.
Dennison, G. (1969), The lives of children, New York: Random Publishing Press.
Fielding, M. (2007), “On the necessity of radical state education: Democracy and the common school”, in Journal of Philosophy of Education, vol. 41, n. 4, pp. 539-557.
Id. (2012), “From student voice to democratic community: New beginnings, radical continuities”, in B.J. McMahon & J.P. Portelli (eds.), Student engagement in urban schools: Beyond neoliberal discourses, Charlotte, NC: Information Age Publishing, pp. 11-28.
Id. & Moss, P. (2010), Radical education and the common school: A democratic alternative, New York and London: Routledge.
Freeman, J. (1972), “The tyranny of structurelessness”, in Berkeley Journal of Sociology, vol. 17, pp. 151-164.
Goodman, P. (2010), Drawing the Line Once Again: Paul Goodman’s Anarchist Writings, Oakland: PM Press.
Gray, P. & Charnoff, D. (1986), “Democratic schooling: What happens to young people who have charge of their own education?”, in American Journal of Education, vol. 94, n. 2, pp. 182-213.
Hardt, M. & Negri, A. (2017), Assembly, New York: Oxford University Press.
Kennedy, D. (2006), The Well of Being: Childhood, Subjectivity, and Education, Albany: SUNY Press.
Id. (2017a), “Anarchism, schooling, and democratic sensibility”, in Studies in Philosophy and Education, vol. 36, n. 5, pp. 551-568.
Id. (2017b), “An archetypal phenomenology of Skhol ”, in Educational Theory, vol. 67, n. 3, pp. 273-290.
Kohlberg, L. (1996), “Moral reasoning”, in W. Parker (ed.), Educating the democratic mind, Albany: State University of New York Press, pp. 209-210.
Kozol, J. (1972), Free schools (vol. 7408), Boston: Houghton Mifflin.
Labaree, D. F. (1997), How to succeed in school without really learning: The credentials race in American education, New Haven, Conn.: Yale University Press.
Laden, A. (2013), “Learning to Be Equal: Just Schools as Schools of Justice”, in D. Allen & R. Reich (ed.), Education, Justice and Democracy, Chicago: University of Chicago Press, pp. 62-79.
Manning, E. (2016), The minor gesture, Bogart: Duke University Press.
Nussbaum, M.C. (2010), Not for profit: Why democracy needs the humanities (vol. 2), Princeton, NJ: Princeton University Press.
Rocker, R. (2004), Anarcho-syndicalism: Theory and practice (vol. 3), Oakland: AK Press.
Sidorkin, A.M. (1999), Beyond Discourse: Education, the Self and Dialogue. New York: State University of New York Press.
Shor, I. (1996). When Students Have Power: Negotiating Authority in a Critical Pedagogy, Chicago: The University of Chicago Press.
Suissa, J. (2010), Anarchism and education: A philosophical perspective, Oakland: PM Press.
Unger, R.M. (1998), Democracy Realized, London: Verso.
Refback
- Non ci sono refbacks, per ora.
Iscrizione al Registro Operatori della Comunicazione R.O.C. n. 10757