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 colleges, via Quaker, Buddhist, Islamic, Montessori and Steiner/Waldorf faculties, to Maori and primary countries schooling in Canada and Palestinian Jewish colleges in Israel. aimed toward academic practitioners, leaders, and policy-makers in every kind of academic settings, in addition to lecturers and researchers, the e-book is a source to assist educators imagine creatively approximately schooling at a time whilst the necessity to locate new how one can nurture religious and holistic development and democratic citizenship hasn't ever been better.
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Additional info for Alternative Education for the 21st Century: Philosophies, Approaches, Visions
When queried about the reasons for this kind of peripheral participation, nonprofessional members stated they were not “knowing” enough about schooling in order to participate in the decision-making process. For them, the natural thing to do was to remain in a passive role, leaving active decision-making to the schools’ professionals. Such type of reasoning based on the Competence Criterion (see Dahl, 1994), which states that only those with technical knowledge should be entitled to partake in any decision-making process, seemed to be a part of the deeply embedded basic assumptions that constitute school culture.
Additionally, in some countries, the geographical setting at which inequity occurs may be different—for example, in some countries suburban and urban settings may be short-changed (O’Hair and Reitzug, 2006). The K20 Model, however, is appropriate for addressing the disparities found in any setting. Both urban and suburban schools as well as the large number of rural schools in Oklahoma have been impacted by the K20 Model. Addressing leadership first is one of the key implications of the K20 Model.
One of the first facts we encountered when studying actual practice in schools was that, although the law promoted the participation of all the members in the educational community, in practice there was little participation from nonprofessional actors (parents and students) in the CDE. As a general rule, few candidates applied, and once elected, they rarely attended the council’s meetings. Two types of explanations for this phenomenon were drawn from our interviews with principals, teachers, parents, and students.