Alternative Education

The great possibility of alternative education programs rests in the affront to established conventions that these present for what counts as learning, engagement and the experience of schooling. This paper takes as its point of focus one specific, in-school alter- native learning program, and considers the possibilities for student re-engagement that emerged via the repair and restoration of old bicycles. The discussion focusses particularly on the “informality” that presented within the day-to-day dynamics of the program and how the space provided in the program’s workshop sessions offered the opportunity for students to re-configure their relation- ships with each other, their teachers and the larger practice of schooling. A discussion of both the potential and risk of a “pedagogy of informality” is posited in light of current discussions in the literature of alternative education in Australia.

Alternatives to mainstream schooling and education are becoming increasingly recognised as pertinent and urgent to better understand. We need to know what really works in successfully educating children and adults today. This is not just important but a duty. This duty comes especially in light of the dominating performance driven and managerially organised economic modelling of education. This Handbook seeks to explore the vast range of educational alternatives—from appreciating just why we don’t like changing our mind about education to knowing more about the value of forest schools; to “seeing” home education properly to learning the value of solitude in schools; to hearing about new technological attitudes to education to understanding why order at home meets educational goals; to feeling our way through heterotopic education spaces to learning about practical new alternative school models. The Handbook maps the current and future terrain of the educational landscape. Global in its perspective and field-defining in content, this wide-ranging one-stop volume will be an indispensable reference resource for academics, students and researchers in the fields of education, education policy and philosophy.

Editor Biographies
Dr Helen E Lees researches and writes about alternative education, broadly conceived in all its matters and manners and silence for education and well-being. She is lecturer in Education Studies in the School of Education, Newman University, Birmingham, UK. Helen is founding Editor-in-Chief of Other Education—the journal of educational alternatives www.othereducation.org. Her latest book (2014) is Education without schools: Discovering alternatives.

Nel Noddings is Lee Jacks Professor of Education Emerita, Stanford University. She is a past president of the National Academy of Education, Philosophy of Education Society, and John Dewey Society.  In addition to 19 books, she is the author of more than 200 articles and chapters on various topics ranging from the ethics of care to mathematical problem solving. Her latest book (2013) is Education and Democracy in the 21st Century.

Back cover text: Real Social Science presents a new, hands-on approach to social inquiry. The theoretical and methodological ideas behind the book, inspired by Aristotelian phronesis, represent an original perspective within the social sciences, and this volume gives readers for the first time a set of studies exemplifying what applied phronesis looks like in practice. The reflexive analysis of values and power gives new meaning to the impact of research on policy and practice. Real Social Science is a major step forward in a novel and thriving field of research. This book will benefit scholars, researchers, and students who want to make a difference in practice, not just in the academy. Its message will make it essential reading for students and academics across the social sciences.

Corporations dominate our societies. They employ us, sell to us, and influence how we think and who we vote for, while their economic interests dictate local, national, and global agendas. Written in clear and accessible terms, this much-needed textbook provides critical perspectives on all aspects of the relationship between business and society: from an historical analysis of the spread of capitalism as the foundation of the 'corporate' revolution in the late nineteenth-century to the regulation, ethics, and exclusionary implications of business in contemporary society. Furthermore, it examines how corporate power and capitalism might be resisted, outlining a range of alternatives, from the social economy through to new forms of open access or commons ownership.

Yayınevimiz tarafından  yayımlanan, alanında tek yayın olan Alternatif Eğitim Dergisi, dördüncü yılında sizleri 10. sayısı ve yenilenen boyut ve tasarımıyla karşılıyor.

Türkiye'de eğitim alanında önemli bir ses ve alternatif olan Başka Bir Okul Mümkün topluluğunun bütün tarihsel gelişimini, geçirdiği evreleri, emek verenlerin kaleminden ilk defa bu kadar derli toplu bir şekilde okurla buluşuyor. Bu sayının editörlüğünü yapan Feyza Eyikul, sürecin başından beri Başka Bir Okul Mümkün oluşumunun içinde aktif olarak yer almıştır. Derginin bir kısmı ise girişime ilham olan ve başından beri desteğini esirgemeyen yabancı yazarların yazıları ile zenginleştirilmiştir.

Tüm dünyada eğitimin niteliğinin günbegün düşmekte olduğu tartışmalarının yaşandığı bu dönemde eğitimde alternatif yaklaşımlara dair söyleyecek sözü olan, yeni yöntemler öneren eğitimciler Alternatif Eğitim Dergisi’nde kendilerini ifade olanağı bulabilmektedirler.

The Routledge International Handbook of Philosophy for Children

This rich and diverse collection offers a range of perspectives and practices of Philosophy for Children (P4C). P4C has become a significant educational and philosophical movement with growing impact on schools and educational policy. Its community of inquiry pedagogy has been taken up in community, adult, higher, further and informal educational settings around the world.

The internationally-sourced chapters offer research findings as well as insights into debates provoked by bringing children’s voices into moral and political arenas and to philosophy and the broader educational issues this raises, for example:

• historical perspectives on the field
• democratic participation and epistemic, pedagogical and political relationships
• philosophy as a subject and philosophy as a practice
• philosophical teaching across the curriculum
• embodied enquiry, emotions and space
• knowledge, truth and philosophical progress
• resources and texts for philosophical inquiry
• ethos and values of P4C practice and research.

The Routledge International Handbook of Philosophy for Children will spark new discussions and identify emerging questions and themes in this diverse and controversial field. It is an accessible, engaging and provocative read for all students, researchers, academics and educators who have an interest in Philosophy for Children, its educational philosophy and pedagogy.

Maughn Rollins Gregory is Professor of Educational Foundations at Montclair State University, USA.
Joanna Haynes is Associate Professor in Education Studies at Plymouth University Institute of Education, UK.
Karin Murris is Professor at the School of Education, University of Cape Town, South Africa.

The doctoral dissertation is defined as an original contribution to a field. By definition, this makes the dissertation a creative product, and the result of a creative process. The creative process of doctoral work has historically not been highlighted. The same is true for education as a whole. While there is an increasing call for greater creativity in education, they remain aspirational. In this article we describe the underlying premises and some of the practices of a doctoral degree that has been designed with the intention of foregrounding the creative process.