Deschooling

Categorized research-works of Debaprasad-26

In fact, by posting this document, containing Bangla documents on academiocracy, I am digging my own grave as I, a cog in the academic machinery, am condemning streamlined education system and institutionalized organized funded academic institutes and propagating “Life-Long-Learning”(as it is practiced by La Filológica Por La Causa )  and “open access to knowledge” (as it is found in academia.edu and other open access repository and are highly condemned by the doyens of print capitalism). Is it not a paradox or a severe hypocrisy on my part? Despite the fact that I am earning my bread and butter form an educational institute, I am against the authoritarian ritualization of education in institutional framework  that makes human being "A well-trained dog than a harmoniously developed person” (Einstein, Ideas And Opinions, pg. 195.). I, wish to withdraw myself from the glorious data collection team; the patron-client relationship with the dominant political party (in most of the cases, in our locality, the recruitments and promotions are determined by such relationship); conformist attitude towards dominant academic fashion; the conditioning system of educational institutes that indoctrinates and manufactures ideology… Therefore, I have started a non-violent non-cooperation with such ideological state apparatuses (a la Althusser). I, highly influenced by Rousseau, Tagore, Russell, Gandhi and Ivan Illich, do not want to be either a trained dog or  a watchdog ( I am a watchdog, when I am surveying) of a corporate-sponsored state-controlled apparatus.                                                                                                                                                              It is understood that I am alienated from the socially necessary labor as well as supposed nature—I cannot make my own garments or my food and that is due to the conditioning camps I had attended in my early  stage of life. If I do not have such skills (farming, animal husbandry, weaving, gathering etc.), what shall I do at this moment (anthropocene) of disaster due to the anthropogenic global heating? If my educational training cut a sorry figure to engage myself with supposed nature and culture (that include both my human and non-human neighbor), what is the meaning of my education?

This paper addresses the question "what is school?", and argues that the answer to this question has an essential political dimension. I focus on two very different attempts to characterize school – Ivan Illich's Deschooling Society and Jan Masschelein and Maarten Simons's In Defence of the School – and demonstrate that both texts miss the political potential which is inherent in school. The two texts are analyzed along two relational axes: relations between school and society, and relations between children and political subjects. Illich rejects children’s de-politicization while accepting the assumption that school operates according to a similar logic as society in general. Masschelein and Simons, on the other hand, advocate a separation between school and society, but also accept the separation of children from politics. I aim to integrate Illich's analytical categories into Masschelein and Simons' discussion, in order to mark important directions for political struggles both over and within school.

Educator Renata Leuffen advocates home education or home schooling as an alternative of choice and wants to legalize home schooling worldwide. She insists that it is wrong to persecute and criminalize responsible parents who want to provide an alternative style and form of education at home.Renata Leuffen was severely persecuted by Germany.
This is an article about home schooling in Germany from the UK based educational magazine tesconnect from May 11th 2008.

Resumen - En La sociedad desescolarizada Iván Illich cuestionó que el derecho a la educación y al aprendizaje proclamado en la Declaración Universal de los Derechos Humanos de 1948-solo fuera factible a través de la asistencia obligatoria a la escuela. Para enmendar esto era necesario proponer alternativas en las que el individuo tuviera mayor autonomía curricular, espacial y temporal sobre su educación. Lamentablemente la sociedad de los setenta poco estaba preparada para dar respuestas. Entrando al Siglo XXI, con renovadas perspectivas del aprendizaje y la expansión tecnológica ¿Las ideas de desescolarización han expirado o se han fortalecido? ¿Cuáles son las posibilidades de aprendizaje parcial o completamente extraescolar que comienzan a consolidarse y de qué manera intervienen las TIC? A esto responde este texto, explorando las principales propuestas en el marco internacional, tales como el renovado homeschool, flexischool, cyber-school, y cyber-charter-school, que constituyen fructíferos objetos de estudio en la investigación educativa.

This playful and irreverent introductory narrative (to my thesis) explores what is at stake when students' creative expression is stifled and all that may be reclaimed by encouraging and supporting the free and playful expressive writing that is not generally considered legitimate within the academy.

The ripples of the deschooling and environmental movement reached Britain and materialized in the work of anarchist writer Colin Ward. With a background in architecture, education, and anarchist publishing, Ward combined these ideas and initiating a network of people, places, and pedagogies that used the environment as a tool for learning. However, rather than concentrating on the natural environment, as most projects did at the time, Ward advocated for the study of urban areas as a path to active citizenship. One of the initiatives under Ward’s leadership, the Urban Studies Centres (USCs), triggered a grid of more than thirty self-organized urban learning centers across the UK to promote awareness of the built environment. Even though the USC’s main aim was to widen participation in the construction of cities and help people become “masters of their environment,” they also, as a side-effect, proposed a way to “deschool architecture” by making architectural and urban education publicly available.

https://www.e-flux.com/architecture/education/322673/deschooling-architecture/

This paper shows how one very experienced language educator/academic has struggled to identify and articulate the ways in which his holistic educational  thinking relates to and finds a voice within and across numerous sub-fields of TESOL and applied linguistics.