ERIC Number: ED586778
Record Type: Non-Journal
Publication Date: 2018-Sep-10
International Perspectives on Alternative Education. Policy and Practice
Mills, Martin, Ed.; McCluskey, Gillean, Ed.
'Alternative education' encompasses a diversity of schooling types and organizations. "International Perspectives on Alternative Education" explores alternative forms of schooling from the position of academics, policy workers, and those working and studying in such schools across the world. The first-hand accounts by those working and leading in alternative schools, and the analyses by those working at the policy level, bring alive their dilemmas and challenges. Complementing these are the academic contributions, which examine over-arching questions about social justice and the meanings of achievement, success, choice, and purpose across education. The issue of 'alternative education' and why it is relevant in today's educational landscape is an international one, and the book draws on contributions from Australia, Indonesia, Korea, Denmark, England, Germany, Scotland, and the United States. The book will be of interest to all educators, teachers, academics, students, policy workers and others concerned about issues of social justice and education. This book is divided into three parts. Part 1, Approaches to alternative education, contains the following chapters: (1) Alternative schools in the United States: Understanding the landscape (Gavin Tierney); (2) Alternative education in the South Korean policy context (Chulkyung Yoon and Jungwon Kim); (3) Alternative provision in England: Problematizing quality and vulnerability (Jodie Pennacchia and Pat Thomson); (4) Alternative schooling in Australia: Policy and practice (Martin Mills and Glenda McGregor); (5) Alternative schooling for disadvantaged young people in Indonesia (Ila Rosmilawati, Carol Reid, and David Wright); and (6) Free school systems in Denmark (Lars Erik Storgaard and Maren Skotte). Part 2, Alternative education in international context, contains the following chapters: (7) Flexi-learning in Australia: The Youth+ approach (Dale Murray); (8) Leadership in flexi-schools: Issues of race and racism in Australia (Marnee Shay); (9) Haedoji School: Supporting refugees in South Korea (Sujin Yoon and Myungsook Cho); (10) Making the difference in a primary SEBN Scottish school (Leanne Hepburn); (11) Making the difference in a Scottish SEBN secondary school (Terri Dwyer); (12) Waldorf education in Germany (Wulf Saggau); (13) Holistic Community College in Australia (Richard Waters); and (14) Den fri Hestehaveskole in Denmark (Annegrete Zobbe, Trine Martens, Rikke Rasmussen, Niels Nielsen, Thilde Graulund, and Vibeke Helms). Part 3, Alternative education and the mainstream, contains the following chapters: (15) Alternative education in Germany: Influencing the mainstream? (Anne Sliwka and Britta Klopsch); and (16) What can a socially just approach to education learn from alternative schools? (Martin Mills and Gillean McCluskey). Contains an index.
Descriptors: Nontraditional Education, Foreign Countries, Social Justice, Academic Achievement, Educational Policy, Educational Practices, Educational Quality, Disadvantaged Youth, Free Schools, Leadership, Racial Bias, Refugees, Behavior Problems, Secondary School Students, Teaching Methods, Community Colleges
Trentham Books. Available from: UCL IOE Press, UCL Institute of Education, 20 Bedford Way, London, WC1H 0AL, UK. Tel: +44-20-7611-5565; e-mail: firstname.lastname@example.org; Web site: https://www.ucl-ioe-press.com/
Publication Type: Books; Collected Works - General
Education Level: Secondary Education
Audience: Teachers; Students; Researchers; Policymakers
Authoring Institution: N/A
Identifiers - Location: Australia; Indonesia; South Korea; Denmark; United Kingdom (England); Germany; United Kingdom (Scotland); United States