This book offers a comparative analysis of alternative education in the UK, focusing on learning spaces that cater for children and young people. It constitutes one of the first book-length explorations of alternative learning spaces outside mainstream education - including Steiner, human scale and forest schools, care farms and homeschooling.Based on original research with teachers, parents and young people at over 50 learning spaces, Geographies of alternative education demonstrates the importance of a geographical lens for understanding alternative education. In so doing, it develops contemporary theories of autonomy, emotion/affect, habit, intergenerational relations and life-itself. The book will appeal to academics and postgraduates in the fields of geography, sociology, education and youth studies. Given ongoing concerns about the state’s role in providing children’s education, and an increase in the number of alternative education providers in the UK and elsewhere, the book also highlights several critical questions for policy makers and practitioners.
The empirical focus of this book is on the twenty year struggle by parents and members of the Black community in Toronto to introduce an Africentric Alternative School (AAS) with Black-focused curricula.
It brings together a seemingly disparate series of events that emerged from equity and multicultural narratives about the establishment of the school – violence, anti-racism and race-based statistics, policy entrepreneurs, and the re-birth of alternative schools in Toronto - to illustrate how these events ostensibly functioned through neoliberal choice mechanisms and practices.
Gulson and Webb show how school choice can represent and manifest the hopes and fears, contestations and settlements of contemporary racial biopolitics of education in multicultural cities.
Cross-border education is a fast growing and diverse global market, but little is known about how international students actually live. Using international and cross-country comparative analysis, this book explores how governments influence international student welfare, and how students shape their own opportunities.
As well as formal regulation by government, ‘informal regulation’ through students’ family, friendship and co-student networks proves vital to the overseas experience. Two case study countries - Australia and New Zealand - are presented and compared in detail. These are placed in the global regulatory and market contexts, with lessons for similar exporter countries drawn.
Regulating international students’ wellbeing will be of interest to international students, student representative bodies, education policy makers and administrators, as well as civil servants and policy makers in international organisations. Students and researchers of international and comparative social policy will be drawn into its focus on a little understood but vulnerable global population.
approach. Initially working with children in an Italian psychiatric clinic, she was surrounded by peers who viewed mental disabilities less as a physical impairment and more as a result of deficient education (Hainstock, 1997). Like Rousseau, she believed in children’s natural ability to learn. She theorised that contemporary institutions of care and learning in Italy were simply not appropriate for many children’s needs. As a result, initially at the psychiatric clinic where she worked, she was involved with her colleagues in developing a series of repetitive
the chapter’s conclusion. In England, too, several organisations had entered into referral and funding arrangements with local authorities. These had been long term in some isolated cases, while in many cases these arrangements could be short term and uncertain. Moreover, some practitioners listed just one referral and/or funding arrangement whereas others relied on several. “We are [county council] owned and employed. originally we were a site for the rehabilitation of ex-servicemen. We changed into a learning disability centre in the late 1970s and now
16-18). Given that contemporary higher education is a business, the law must incorporate universities as trading companies, and given the need to compete both locally and globally, many institutions engage in mergers and acquisitions and other commercial agreements (Section V, Chapters 19-21). The allied matters of property and estate are also on the rise, including dealings involving campus security, land occupiers’ liability, issues of accessibility for staff and students with disabilities. Student housing is increasingly important (Section VI, Chapters 22
population. (SCSAP, 2008: 7) As part of the recommendations of the report, the panel noted that many of the submissions to the panel called for race and disability to be included in the collection of statistics on expulsions and suspensions.* It was clear that Black parents and community advocates felt that the policies of the TDSB around suspension and exclusions were disproportionately focused on Black students. The panel noted: parents asked that expulsion and suspension data be made available to the public by schools in a manner that provides for privacy