Deschooling As A Taboo Transgression

With the realization of familial deschooling in Germany, the so-called social movement of the ,Freilerner’ transgresses a taboo and is therefore under enormous pressure to justify itself. Following on from this, the reconstructive study asks what latent structures of meaning underlie the subjective crisis scenarios about the schooling of children and the ideal concepts of parents in the sense-giving justification of the family deschooling practice. In the course of this, three types of the justification for the familial practice of deschooling, namely defending, charismatizing, and escaping, are empirically established. In this way, the study not only makes an empirically based contribution to a more reflective discourse on alternative educational practices, but also pushes itself into a taboo zone of school pedagogy and educational research in Germany. Because it addresses the school as a historically consolidated, but not as an organization without alternatives for learning and educational processes of children and adolescents.

From the ivory tower to the barricades! Radical intellectuals explore the relationship between research and resistance.

This edited volume aims to critically discuss in how far the national orientation of schools and teacher education is appropriate in light of increasing migration and transnationality. The contributions offer ideas from teacher education research and school pedagogical practice in different nation-state contexts such as Austria, Canada, Chile, Greece, Israel, Japan, Switzerland, Turkey, the UK, and the USA. They ask which empirical and theoretical approaches are suitable for describing the phenomena of pedagogical-professional dealings with migration-related and transnational demands on schools. In raising this question, they do not reduce the analytical focus on migrants, their migration paths, actions or attitudes. Instead, the authors analyse the global interconnectedness and entanglements – each embedded in their specific national and global societal power structures and hierarchical relationships – and the country-specific and transnational structures and contextual conditions of schools and teacher education.

This book highlights the recent rise in interest in anarchist theory and practice attempting to bridge the gap between anarchist activism on the streets and anarchist studies in the academia. Bringing together some of the most prominent voices in contemporary anarchism in the academy, it includes pieces written on anarchist theory, pedagogy, methodologies, praxis, and the future.

This collection of original chapters brings together cutting-edge research on informal education - that is, learning practices that emphasise dialogue and learning through everyday life. For the first time, it highlights the way in which geography matters to informal education practices. Through a range of examples from the nineteenth, twentieth and twenty-first centuries, and from a range of geographical contexts, the authors explore the relationship between history, geography and practice in the field of informal education. Case studies include youth work, Scouting, Guiding, Care Farms, youth music programmes and the use of online/information technologies. This book will be of interest to geographers and sociologists of education, childhood and youth scholars. It also provides an engaging resource and collection of case studies for educators, youth workers and other professionals who work with young people.

Most of us who live in the North and the West consume far too much – too much meat, too much fat, too much sugar, too much salt. We are more likely to put on too much weight than to go hungry. We live in a society that is heading for a crash. We are aware of what is happening and yet we refuse to take it fully into account. Above all we refuse to address the issue that lies at the heart of our problems – namely, the fact that our societies are based on an economy whose only goal is growth for growth’s sake. Serge Latouche argues that we need to rethink from the very foundations the idea that our societies should be based on growth. He offers a radical alternative – a society of ‘de-growth’. De-growth is not the same thing as negative growth. We should be talking about ‘a-growth’, in the sense in which we speak of ‘a-theism’. And we do indeed have to abandon a faith or religion – that of the economy, progress and development—and reject the irrational and quasi-idolatrous cult of growth for growth’s sake. While many realize that that the never-ending pursuit of growth is incompatible with a finite planet, we have yet to come to terms with the implications of this – the need to produce less and consume less. But if we do not change course, we are heading for an ecological and human disaster. There is still time to imagine, quite calmly, a system based upon a different logic, and to plan for a ‘de-growth society’.