The People S Republic Of Neverland

There once was a time when teachers and communities were able to exercise democratic control over their schools. Now that power has been taken away, both centralised and privatised, under the guise of “reform.” There is a forgotten history of the time before reform, and within it a bright horizon is visible, reachable only if educators and society at large can learn the lessons of the past. Robb Johnson entered the classroom as a new teacher in the 1980s and has spent a lifetime alongside his pupils encouraging both creativity and a healthy distrust of authority. This book is both memoir and polemic, a celebration of children’s innate desire to learn, share, cooperate, and play, as well as a critique of bureaucratic interference. Johnson details how we ended up with the contemporary mass education systems and why they continually fail to give children what they need. Combining practical experience as a teacher with detailed pedagogical knowledge, and a characteristic playful style, Johnson is both court chronicler and jester, imparting information and creatively admonishing the self-important figureheads of the reform agenda. This book considers how schools and education relate to the wider society in which they are located and how they relate to the particular needs and abilities of the people who experience them. It shows that schools and education are contested spaces that need to be reclaimed from the state, and turned into places where people can grow, not up, not old, but as individuals. It offers alternative ways of running classrooms, schools, and perhaps even society.

The Joy of Not Knowing takes every aspect of the curriculum and of school life and transforms it into a personalised, meaningful and enjoyable experience for all. It offers readers an innovative, theoretical and practical guide to establish a values-based, enquiry-led and challenge-rich learning to learn approach to teaching and learning and to school leadership. This thought-provoking guide provides the reader with a wealth of whole-class, easy-to-implement, malleable, practical ideas and case studies that can be personalised to the vision of each setting, age-group and curriculum. It brings together, as a whole-school framework, the strategies that have been shown to have the greatest impact on practitioner’s professional fulfilment and on children’s life chances, love of learning, intrinsic motivation and enthusiasm for wanting to know. The Joy of Not Knowing enables schools to launch the academic year with a bespoke JONK Learning to Learn Week that enables every student to succeed develops philosophical, creative and critical problem-solving and multi-lingual thinking skills establishes collaborative cultures of thinking, learning and leadership informs practice through active action research incorporates a values-led democratic approach to school life nurtures school-pupil-family-community partnerships Designed for school leaders and practitioners at all levels and across all ages, this practical guide shows how all students can thrive and develop the dispositions of successful lifelong learners and global citizens.

Free City! The Fight for San Francisco’s City College and Education for All tells the story of the five years of organizing that turned a seemingly hopeless defensive fight into a victory for the most progressive free college measure in the US. In 2012, the accreditor sanctioned City College of San Francisco, one of the biggest and best community colleges in the country, and a year later proposed terminating its accreditation, leading to a state takeover. Free City! follows the multipronged strategies of the campaign and the diverse characters that carried them out. Teachers, students, labor unions, community groups, public officials, and concerned individuals saved a treasured public institution as San Francisco’s working-class communities of color battled the gentrification that was forcing them out of the city. And they pushed back against the national “reform” agenda of corporate workforce training that drives students towards debt and sidelines lifelong learning and community service programs. Combining analysis with narrative, Free City! offers a case study in the power of positive vision and solution-oriented organizing and a reflection on what education can and should be.

Mankind has become Pankind as never growing up today seems more the norm than the exception. In our desperate attempt to try to stay young forever we have achieved eternal childishness, rather than eternal youth. A delightful skewering of perpetual boys in positions of power, a much needed call to leave Neverland and the solution of contemporary Rites of Passage as a way out. A clever, funny and thought provoking read.

Treasure Neverland is about factual and fictional pirates. Swashbuckling eighteenth-century pirates were the ideal pirates of all time and tales of their exploits are still popular today. Most people have heard of Blackbeard and Captain Kidd even though they lived about three hundred years ago, but most have also heard of other pirates, such as Long John Silver and Captain Hook, even though these pirates never lived at all, except in literature. The differences between these two types of pirates - real and imaginary - are not quite as stark as we might think as the real, historical pirates are themselves somewhat legendary, somewhat fictional, belonging on the page and the stage rather than on the high seas. Based on extensive research of fascninating primary material, including testimonials, narratives, legal statements, colonial and mercantile records, Neil Rennie describes the ascertainable facts of real eighteenth-century pirate lives and then investigates how such facts were subsequently transformed artistically, by writers like Defoe and Stevenson, into realistic and fantastic fictions of various kinds: historical novels, popular melodramas, boyish adventures, Hollywood films. Rennie's aim is to watch, in other words, the long dissolve from Captain Kidd to Johnny Depp. There are surprisingly few scholarly studies of the factual pirates - properly analysing the basic manuscript sources and separating those documents from popular legends - and there are even fewer literary-historical studies of the whole crew of fictional pirates, although those imaginary pirates form a distinct and coherent literary tradition. Treasure Neverland is a study of this Scots-American literary tradition and also of the interrelations between the factual and fictional pirates - pirates who are intimately related, as the nineteenth-century writings about fictional pirates began with the eighteenth-century writings about supposedly real pirates. 'What I want is the best book about the Buccaneers', wrote Stevenson when he began Treasure Island in 1881. What he received, rightly, was indeed the best book: the sensational and unreliable History of the Pyrates (1724).

With contributions from distinguished authors in 14 countries across 5 continents, this book provides a unique transnational perspective on intellectual disability in the twentieth century. Each chapter outlines different policies and practices, and details real-life accounts from those living with intellectual disabilities to illustrate their impact of policies and practices on these people and their families. Bringing together accounts of how intellectual disability was viewed, managed and experienced in countries across the globe, the book examines the origins and nature of contemporary attitudes, policy and practice and sheds light on the challenges of implementing the UN Convention on the Rights of Persons with Disabilities (UNCPRD).

Silicon Valley software entrepreneur Ron Unz took on the education establishment, both major political parties, the ACLU, and several activist groups with his "English for the Children" movement that began in 1996 and ended on Election Day 2002. His campaign to dismantle bilingual education through ballot measures in four states - California, Arizona, Colorado, and Massachusetts - drew frequent responses from the national media that initially opposed and then supported Unz's cause. The initiatives passed with 61-68% of the vote in three states, but failed in Colorado. Experienced teacher and author of Structured English Immersion, Johanna J. Haverdetails the politics surrounding the Unz campaign, explaining both sides of the issues honestly and respectfully. She outlines the challenges that ensued after the measures became law and discusses areas of concern that remain in dispute to this day: Identification, placement, and reclassification of English language learners English proficiency tests Segregation versus integration Compliance versus flexibility The Office for Civil Rights Federal and state funding Dual-language instruction as an option