Alternative Education for the 21st Century: Philosophies, - download pdf or read online

By Philip A. Woods, Glenys J. Woods

This can be a specific selection of best examples of schooling grounded in replacement philosophies and cultures – from projects to create extra democratic faculties, via Quaker, Buddhist, Islamic, Montessori and Steiner/Waldorf colleges, to Maori and primary international locations schooling in Canada and Palestinian Jewish faculties in Israel. aimed toward academic practitioners, leaders, and policy-makers in every kind of academic settings, in addition to lecturers and researchers, the ebook is a source to assist educators imagine creatively approximately schooling at a time whilst the necessity to locate new how you can nurture religious and holistic development and democratic citizenship hasn't ever been larger.

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Rural principals and superintendents feel ill-prepared for the challenges that face them (Lamkin, 2006). Thus, although social justice is 16 / o’hair, williams, wilson, and applegate often discussed in terms of race, class, gender, disability, and sexual orientation, it may also be an issue of location—in this case, being located in a rural area (Applegate, 2008; O’Hair and Reitzug, 2006). The primary purpose of this chapter is to examine an alternative for a neglected dimension of social justice in the United States—social justice for rural schools and, particularly, for the education of the students who attend these schools and the professional development of the educators who serve in them.

A. , 2005) carried out into Steiner/Waldorf schools in England. A particular strength of Steiner/Waldorf education that Martin highlights is the stability for children offered through the sustained relationship over several years between a class and its class teacher. This is consistent with the idea that spiritual growth and holistic development through close and caring relationships are a positive characteristic of the Steiner/Waldorf schools. Another feature highlighted is the two-hour “main lesson,” which offers a well-refined system of curriculum integration that incorporates many good principles of “rhythm” or pace and timing.

Notes 1. Standing Stone Poem, Paul McCartney, 1997. See CD, Paul McCartney’s Standing Stone, published by MPL Communications Ltd. , 1997. 2. This is similar to what Stake (1978) calls naturalistic generalization, in which researchers and practitioners assess the extent to which findings in one context apply (or are transferable) to other contexts that they know. 3. Non-Ma-ori, generally of European descent. This page intentionally left blank Ch a p t e r 1 Th e K 20 Mode l for Syst e m ic Educ at iona l Ch a ng e a n d Susta i na bi l i t y: Addr e s si ng Soc i al Just ic e i n Ru r al S c ho ol s a n d I m p l ic at ions for Educ ator s i n All Con t e x t s Mary John O’Hair, Leslie A.

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