Alternative education

Alternative education encompasses educational philosophy differing from mainstream pedagogy and evidence-based education. Such alternative learning environments may be found at state, charter, and independent schools and in home-based learning environments. Many educational alternatives emphasize small class sizes, close relationships between students and teachers, and a sense of community.

The legal framework for such education varies by locality and determines any obligation to conform with mainstream standard tests and grades.

Alternative pedagogical approaches may include different structures, such as the open classroom, different teacher-student relationships, as in Quaker and free schools, and differing curricula and teaching methods, as in Waldorf and Montessori schools. Synonyms for "alternative" in this context include "non-traditional" and "non-conventional". Alternative educators use terms such as "holistic".

History

Alternative education arose in response to the establishment of standardized and compulsory education over the last two to three centuries. Educators including Jean-Jacques Rousseau; Swiss humanitarian Johann Heinrich Pestalozzi; the American transcendentalists Amos Bronson Alcott, Ralph Waldo Emerson, and Henry David Thoreau; founders of progressive education John Dewey and Francis Parker; and educational pioneers such as Friedrich Fröbel, Maria Montessori, and Rudolf Steiner believed that education should cultivate developing children on many levels—not just intellectually but also morally and spiritually, emotionally, psychologically, and physically. After World War II an alternative Reggio Emilia approach to early-childhood education was developed in Italy, introduced by Loris Malaguzzi.

Cultural critics such as John Caldwell Holt, Paul Goodman, Frederick Mayer, and George Dennison have examined education from individualist, anarchist, and libertarian perspectives. Other writers, from Paulo Freire to American educators Herbert Kohl and Jonathan Kozol, have criticized mainstream Western education from the viewpoint of liberal and radical politics. The argument for an approach catering to individual interests and learning styles is supported by research suggesting that a learner-responsible model is more effective than a teacher-responsible one. Ron Miller has identified five elements common to educational alternatives:

Respect for the person
Balance
Decentralization of authority
Noninterference among the political, economic, and cultural spheres of society
A holistic worldview

In modern times, at least in some places, the legal right to provide educational alternatives has become established alongside a duty to provide education for school-age children.

Localities

Canada

Education in Canada falls under the jurisdiction of the provincial government. Alternative education is provided in some public schools, such as Mountainview Montessori School and Trille des Bois Waldorf school in Ottawa, as well as in independent schools, such as Toronto Montessori Schools and Vancouver Waldorf School.

Origins

Alternative education in Canada stems from two philosophical educational points of view, Progressive and Libertarian. According to Levin, 2006 the term "alternative" was adopted partly to distinguish these schools from the independent, parent-student-teacher-run "free" schools that preceded them (and from which some of the schools actually evolved) and to emphasize the boards' commitment to options within the public school system. Progressive educational tradition places emphasis on both the need to incorporate curriculum and teaching to match the stages of child development and the gradual integration of the child into adult society through planned experiential learning. The sources of stimulus would be from the philosopher John Dewey in the United States, from post WW1 New Schools in Great Britain and the Steiner/Waldorf schools in Europe. The Libertarian tradition focuses on the rights of the parents and children to make their own educational and life choices. As noted by Levin "It is rooted in the belief to uphold the individual freedom and the innate goodness of the child against institutional and social conformity and the corrupting influences of modern society."

In 2003 Japan introduced Special Zones for Structural Reform (構造改革特別区域), based on China's Special Economic Zone policy, which enable the opening of government-accredited schools providing alternative education. Two years later, the first such school was founded.

Despite the schools' high tuition, some parents send their children to international schools to acquire fluency in a foreign language (usually English). Although international schools are not certified by the Japanese government, many are approved by their native country (the U.S., Canada, Germany, France, Korea and China) and some offer an International Baccalaureate program.

Philippines

Taiwan

Founded after the lifting of martial law in Taiwan, the () was the first alternative education school in Taiwan. It seeks to diverge from traditional Chinese education methodology and requires parents of their students to not hit or scold their children. The term 'forest school' has become a generalized term used by schools with alternative education approaches. There is also the case of the Caterpillar, which – like the Forest School – is housed in an unconventional campus and follows a creative and more fluid curriculum. Both these schools charge expensive tuition fees but more personalized instruction. This school caters to native students, who need a different and less stressful learning environment. It integrates traditional courses with strategies that focus on enhancing the learner's bond with nature and aboriginal culture. which provides instruction to Taiwanese students with family in the United States or those with occupations that took them, including their children, abroad. The report confirms that similar areas of education are approached in a variety of ways. Trade schools and vocational colleges are also an alternate route to four year traditional college programs.

School choice

Public-school alternatives in the U.S. include separate schools, classes, programs and semi-autonomous "schools within schools". Public school-choice options are open to all students, although some have waiting lists. Among these are charter schools, combining private initiatives and state funding, and magnet schools, which attract students to a particular program (such as the performing arts).

Independent schools

Independent, or private, schools have flexibility in staff selection and educational approach. Many are Montessori and Waldorf schools (the latter also known as Steiner schools, after their founder Rudolf Steiner). Other independent schools include democratic or free schools, such as Clonlara School, which is the oldest, continually operating K-12 alternative school in the country, the Sudbury schools, open classroom schools, those based on experiential education and schools using an international curriculum such as the International Baccalaureate and Round Square schools.

Homeschooling

Families seeking alternatives for educational, philosophical or religious reasons, or if there is no nearby educational alternative may opt for home-based education. A minor branch is unschooling, an approach based on interest rather than a curriculum. Others enroll in umbrella schools which provide a curriculum. Homeschool courses give students in-depth, personal attention in any subject with which they struggle or excel. Some homeschool families form a cooperative, where parents with expertise in a subject may teach children from a number of families while their children are taught by other parents. There is great variation amongst families who homeschool, from parents who set up in-home "classrooms" and hold class for a set amount of time each day, to families that focus on experiential learning opportunities.

With the growth of digital technology, many families have turned to online schools and virtual homeschooling programs as an alternative or supplement to traditional home-based education. These platforms provide structured curricula, interactive lessons, and teacher support, often allowing students to participate in real-time classes or complete coursework at their own pace. Some online programs operate globally, giving families access to accredited courses and a wide range of subjects regardless of geographic location. The COVID-19 pandemic accelerated this trend, as school closures and remote learning experiences led more parents to explore online education options, both as a temporary solution and as a long-term alternative to conventional schooling.

Self-education

Self-directed inquiry is recognized at all levels of education, from the "unschooling" of children to the autodidacticism of adults, and may occur separately from (or with) traditional forms of education.

References

External links

Map of alternative education schools and projects by REEVO, Alternative Education Network
Alternative Education Resource Organization (AERO)
International Association for Learning Alternatives
Informal Education
Special Education in Alternative Education Programs (ERIC Digest E585)
National Coalition of Alternative Community Schools
National Association for the Legal Support of Alternative Schools
Reggio Children Foundation
Eklavya (Indian educational NGO)
Iowa Association of Alternative Education
Oklahoma Technical Assistance Center
Learning for a Cause (in Japanese)

Alternative education

History

Localities

Canada

Origins

Philippines

Taiwan

School choice

Independent schools

Homeschooling

Self-education

See also

Forms and approaches of alternative education

Educators

Organizations

Media

Public law on education in the US

References

Further reading

External links