The Learning Exchange
September 7, 2009, 12:14 AM
Filed under: book | Tags: , , ,


written by Diane Kinishi and G. Robert Lewi

“(Published in 1977) The Learning Exchange was started in the early 1970’s out of a series of seminars at Ivan Illich’s center in Mexico. This document is an explanation of “what it is, how it works, and how you can set up a similar program in your community.” It is a fascinating handbook that describes an educational model, but also acts as a more general resource for administration, advertising, fundraising, etc.
To keep the file size down, I cut out the 92 page appendix, which consists of lots of correspondences, articles, interviews, and so on, which provide a broader perspective of the phenomenon of the Learning Exchange, which acts as a precedent for contemporary social networks in general and The Public School (LA) in particular.”

via AAAARG discussions

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August 26, 2009, 11:35 AM
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Education Week: Educatocracy

written by Alec M. Resnick

“The difference between the successful and unsuccessful student is that the successful student has adapted more effectively to the system, to playing the game. The more closely, quickly, and cheerily you can follow the lead of the adults around you, the more successful you will become.

What matters to these adults? Grades, scores, prestigious colleges, good jobs—in short, success. Youths and adults from all backgrounds know that education is the way to scramble up the socioeconomic ladder. 

This means more and more students are becoming professional students earlier and earlier. School is their job. And, so the ethic goes, a productive worker is a good worker. Though what exactly they produce is unclear, there is no question as to what they become: fully credentialed, well-schooled students. They become the modern aristocrat, the educatocrat.”

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Adult Education Outside Schools
August 17, 2009, 11:20 PM
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Durante o tempo em que permanecemos na enfermaria, assistimos ao

written by Paula Guimarães

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Ken Robinson says schools kill creativity
July 12, 2009, 10:45 AM
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Sir Ken Robinson makes an entertaining and profoundly moving case for creating an education system that nurtures (rather than undermines) creativity.

“Now our education system is predicated on the idea of academic ability. And there’s a reason. The whole system was invented – around the world, there was no public systems of education, really. before the 19th century. They all came into being to meet the needs of industrialism. So the hierarchy is rooted on two ideas. Number one, that the most useful subjects for work are at the top. So you were probably steered benignly away from things at school when you were a kid, things you liked, on the gounds that you would never get a job doing that. Is that right? Don’t do music, you’re not going to be a musician; don’t do art, you wont be an artist. Benign advice – now, profoundly mistaken.”

Notes toward a Radical, Critical Public Pedagogy
June 28, 2009, 7:34 PM
Filed under: essay | Tags: , , , ,

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Heath Schultz

“In the wake of our being silenced, one of the most important things we must work toward is the re-establishment of our public presence in order to perpetuate ideas that work against the dominant public pedagogies that lead to oppression on various fronts. As critical peoples, we must [re]establish spaces for praxis developed and sustained outside the stranglehold of the spectacle and capitalist public pedagogy and with awareness of our own “false consciousness.”

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John Dewey’s Racialized Visions of the Student and Classroom Community
May 29, 2009, 10:49 PM
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Frank Margonis

“John Dewey’s willingness to endorse a remedial form of education for African American students offers us a rare glimpse of the racial assumptions underlying Dewey’s educational philosophy. By considering a variety of clues — Dewey’s silences on racial equality, his understanding of race and racial progress, and his respective prescriptions for European American and African American students — Frank Margonis offers in this essay a speculative case suggesting that the visionary child-centered education for which Dewey was most well-known was intended for European American students and not African American students. Because of the racial assumptions operative in Dewey’s educational philosophy, Margonis suggests, Dewey’s fundamental conceptions of the ‘‘student’’ and ‘‘classroom community’’ would best be abandoned by educational philosophers hoping to write philosophy that serves all students.”

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Frank Aydelotte and the Oxford Method of Teaching Writing in America
May 29, 2009, 8:34 PM
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Michael G. Moran

“Aydolette’s tendency was always to design courses of study that challenged students to think seriously and deeply about issues central to the human condition. To his mind, this emphasis on thought should be the essence of all liberal studies. He therefore advocated using literature to comment on life rather then studying it for its aesthetics or its form or its history, all methods which should, in his view, be subordinated to using it to help students learn to think analytically.”

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