By Philip A. Woods, Glenys J. Woods

This can be a precise choice of best examples of schooling grounded in substitute philosophies and cultures – from projects to create extra democratic faculties, via Quaker, Buddhist, Islamic, Montessori and Steiner/Waldorf colleges, to Maori and primary countries schooling in Canada and Palestinian Jewish colleges in Israel. geared toward academic practitioners, leaders, and policy-makers in all kinds of academic settings, in addition to teachers and researchers, the booklet is a source to assist educators imagine creatively approximately schooling at a time whilst the necessity to locate new how you can nurture non secular and holistic progress and democratic citizenship hasn't ever been better.

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The primary purpose of this chapter is to examine an alternative for a neglected dimension of social justice in the United States—social justice for rural schools and, particularly, for the education of the students who attend these schools and the professional development of the educators who serve in them. , 2005). This model was developed by the K20 Center for Educational and Community Renewal (K20 Center) at the University of Oklahoma. In the following sections, we review this alternative model in regard to (1) background, (2) a detailed explanation of the model and its theoretical basis, (3) two key defining features, (4) strengths and challenges, (5) implications for practice, and (6) additional sources.

Each is supported by professional literature and practice. The concept of a democratic learning community is not new to education. From Locke’s seventeenthcentury work to that of Dewey in the twentieth, scholars have averred that schooling and democracy are inextricably connected. , 2000; Reitzug and O’Hair, 2002; Rusch, 1995; Starratt, 2003; Wood, 2005; Woods, 2005). Despite this long history, democratic learning communities are rare in the United States (Rusch, 1995). , 2005, 75). , 2001, 14).

The primary purpose of this chapter is to examine an alternative for a neglected dimension of social justice in the United States—social justice for rural schools and, particularly, for the education of the students who attend these schools and the professional development of the educators who serve in them. , 2005). This model was developed by the K20 Center for Educational and Community Renewal (K20 Center) at the University of Oklahoma. In the following sections, we review this alternative model in regard to (1) background, (2) a detailed explanation of the model and its theoretical basis, (3) two key defining features, (4) strengths and challenges, (5) implications for practice, and (6) additional sources.

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Alternative Education for the 21st Century: Philosophies, by Philip A. Woods, Glenys J. Woods
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