Contents	6
	Contributors	10
	List of Figures	18
	List of Tables	20
	1: Introduction & This Handbook	21
	Introduction by Nel Noddings	21
	This Handbook by Helen E. Lees	23
	The Chapters: An Overview	25
	Part One: Thinking Differently	26
	Part Two: Doing Differently	29
	Part Three: Acting Differently	31
	References	33
	Part I: Thinking Differently	34
	2: The Mind of the Educator	35
	Controversy in the Classroom	35
	Controversies Resolved?	36
	Relevance of the Pygmalion Study and Its Aftermath	37
	Inside the Mind of the Educator	38
	Not One Mind, but Two	38
	The Relation Between Emotion and Cognition	38
	To What Degree are Type 1 and 2 Processes Irrational or Rational?	39
	“Can I Believe?” Versus “Must I Believe?”	40
	How Do Controversies Persist?	41
	Back to Pygmalion	43
	Conclusion: Education as Theory or Social Practice?	45
	References	46
	3: An Ordinary Day	49
	References	65
	4: Mother Nature’s Pedagogy: How Children Educate Themselves	67
	Proof of Children’s Superb Abilities to Educate Themselves	68
	Evidence from Little Children	68
	Evidence from Hunter-gatherers	69
	Evidence from Graduates of Democratic Schools	70
	Evidence from Studies of Unschoolers	72
	The Educative Instincts	73
	Conditions That Optimize Children’s Abilities to Educate Themselves	74
	• Immersion in a Stable, Democratic, Moral Community	78
	Schools as Settings That Quash Children’s Educative Instincts	79
	References	80
	5: Using the Future in Education: Creating Space for Openness, Hope and Novelty	81
	Of Optimisation, Colonisation and Protection	82
	Optimisation: Education for “Autonomous Reflexives”	83
	Colonisation: “Correct” Future Visions and Chronological Imperialism	84
	Protection: The Fantasy of Education as Talisman to Ward Off Danger	86
	Towards a Pedagogy of the Present	87
	The Possibility That Things Might Get Radically Better	92
	References	94
	6: Promise and Peril of Neuroscience for Alternative Education	97
	Neuroscience	97
	Cautions	99
	Critique	101
	Firewall	103
	Normative Visions	106
	Critical Neuroscience	107
	References	109
	7: What Might Have Been: Women’s Traditional Interests	114
	Housekeeping	115
	Peace	120
	Religion	123
	References	127
	8: Psychoanalysis and the Challenge of Educational Fantasies	129
	Education and Reality	130
	Curiosity, Anxiety and Learning	131
	Education and the Interpersonal	133
	Knowledge and Ignorance	135
	Education and Transitional Space	136
	Education, Repression and Alienation	138
	End Word	141
	References	142
	9: Great Expectations: Agenda and Authority in Technological, Hidden and Cultural Curriculums	145
	Introduction	145
	The Formal Curriculum	146
	Power and the Curriculum	147
	Learner and Knowledge in the Formal Curriculum	148
	The Hidden Curriculum	149
	Situated Learning	151
	The Cultural Curriculum as Autonomous Home Education	152
	The Cultural Curriculum	153
	Learner and Knowledge in the Cultural Curriculum	155
	Similarities and Differences Between Three Models of the Curriculum	157
	References	159
	10: Alternatives to Education? Impotentiality and the Accident: New Bearings in the Ontology of the Present	161
	Introduction: Education and Ontotheology	161
	Biopower and the School	163
	Spectral Thinking	163
	The School as Paradigm	165
	Ontological Provocation: School as Exceptional Space	166
	Impotentiality and the Ontology of the Accident: Disturbing Shadows	169
	References	172
	11: Educational Mutuality	174
	Introduction	174
	The Child’s Voice	178
	Defining Alternative Education: A Style of its Own?	179
	Horses for Courses	182
	Choosing a School or an Education?	183
	Widening Education as Concept	184
	Concepts as Complex Practical World Problems	184
	Rejection	186
	Conclusion	187
	References	188
	Part II: Doing Differently	191
	12: Home Education: Practices, Purposes, and Possibilities	192
	Participation in Home Education	193
	Philosophies and Methods of Home Education	195
	Outcomes of Home Education	196
	Questions, Complexities, and Tradeoffs	199
	References	203
	13: School Ethics with Student Teachers in South Africa: An Innovative Educational Intervention	208
	Introduction	208
	Different Kinds of Moral Education	208
	The Particular South African Context	209
	Violence in Our Schools	210
	The Dilemma That Caused Much Controversy	211
	Do I Ignore the Student Teacher’s Allegations About the School or Not?	214
	Analysis and Discussion	216
	Efficiency, Moral Rightness and Ubuntu	218
	Positive Actions That Emerged	219
	Conclusion	220
	References	221
	14: Innovative Experiences in Holistic Education Inspiring a New Movement in Brazil	223
	Innovation and Change	223
	A Democratic Public School in a Middle Class Neighbourhood: Dialogue and Diversity	226
	The Educator Neighbourhood in a Slum Area	228
	A Learning Community	230
	A Learning Neighbourhood (Bairro-escola)	232
	The Direction of the Change: Public Policies of Holistic Education	234
	Conclusion	237
	References	238
	15: Learning at the Edge of Chaos: Self-­Organising Systems in Education	239
	Introduction	239
	Historical Perspective	240
	Children and the Internet	242
	Self-Organised Learning Environments (SOLEs)	243
	Schools in the Cloud	246
	Learning and Chaos	248
	Consequences: A Speculative Discussion	249
	References	250
	16: Fostering Alternative Education in Society: The Caring Communities of “Children’s Dream Park” and “Free Space En” in Japan	252
	Introduction	252
	A Brief History of Japanese School Education and School Refusers	253
	The Kawasaki City Ordinance and the Children’s Dream Park	255
	En as a Caring Community	261
	Systems and Children	263
	References	266
	17: Teacher Education: Generator of Change or a Mechanism for Educational Conformity?	268
	Introduction	268
	Teacher Education in the Twentieth Century	269
	Emergent Educational Theories	270
	Doing It Differently	271
	Tensions in Teacher Education	272
	Libertarianism in the 1960s and 1970s	273
	The Establishment Response	275
	Tightening Control of Teacher Education	277
	Conclusion: Where Now?	280
	References	281
	18: Philosophy with Children: An Imaginative Democratic Practice	284
	Introduction	284
	Narrative Contexts for Enquiry	285
	Schooling and Learning: The Story of Michael	286
	A Transformative Pedagogy?	287
	Wild Philosophical Things	289
	The Pea Beneath the Mattresses: The P and the C in P4C	291
	Little Concepts: Big Questions	293
	Ageless and Playful P4C	295
	Conclusion	296
	References	297
	19: Forest School: A Model for Learning Holistically and Outdoors	299
	Introduction	299
	Principles of Forest School	301
	An Immersive Learning Environment	304
	What Does Forest School Look Like?	306
	Forest School for Children Under Three Years of Age	306
	Forest School for Three- to Five-year-olds	307
	Forest School and Early Formal Schooling	308
	Why Is Early Forest School So Important?	309
	Forest School with a Range of Client Groups	309
	Developing Forest School	310
	References	312
	20: Creating Spaces for Autonomy: The Architecture of Learning and Thinking in Danish Schools and Universities	315
	Introduction	315
	The Research Background: The Complexity of Space	316
	Physical Space	316
	Metaphorical and “Free” Space	317
	Methodology	319
	The Case Studies	320
	Cross-Sectoral Themes	321
	Defining and Locating Space	321
	Framing the Space	323
	Linking Space with Freedom	325
	Discussion and Conclusions	326
	References	327
	Part III: Acting Differently	330
	21: Exploration and Rethinking: Student-Voice Studies in China	331
	Background: The Historical Silence of  Children’s Voices	331
	Understanding Children’s Voices in Modern Times: Beginning of the Nineteenth Century Through the 1940s	334
	Politics Shaping Students’ Voices Under the Red Political Power from the 1950s to 1970s	336
	Diverse Voices in the Social Transition Period: A Different Generation	337
	Epilogue: Challenges for Studies on Student Voice in China	343
	References	343
	22: Islamic Education as Asymmetrical Democratic Interaction	347
	Introduction	347
	An Islamic Conception of Human Agency	349
	Foundations of Action	350
	Requirements of Action	352
	Islamic Concept of Education as an Asymmetrical Inter-action	353
	Conclusion	360
	References	360
	23: Is Low-fee Private Schooling in Developing Countries Really an “Alternative”?	362
	Introduction	362
	Elite Private Schooling	363
	Low-fee Private Schools in Developing Countries	365
	Are Low-fee Private Schools Really an Alternative?	369
	Conclusion	372
	References	373
	24: Humanist Schools in the Face of Conflicting Narratives and Social Upheaval: The Case of Israel	376
	Introduction	376
	Conflicting Narratives, Political Extremism and Social Upheaval: Background and Context	378
	Stages and Tenets in the Development of the Network for Humanistic Education	379
	Developing Humanistic-Dialogic Pedagogy	382
	Educational Sovereignty, Social Engagement and Political Activism	384
	Three Humanist Schools	385
	“Ganim” Humanist Experimental School	385
	El-Zaharah Arab Humanist School	387
	Bialic-Rogozin Multicultural School	388
	Concluding Remarks	390
	References	391
	25: Geographies of Trust: A Politics of Resistance for an Alternative Education	392
	Introduction	392
	The Geography of Mistrust	393
	Failure and “Not Learning”	393
	Student Resistance	395
	Making Students Invisible and Silent	397
	Trustful Reinvention of Schooling	398
	Trust in Learning	398
	Conditions for an Alternative	400
	Re-engaging with Learning After Disengaging: An Instance of Resistance Through “Quiet Encroachment of the Ordinary”	401
	What Might We Learn About Educational Alternatives from “Street Politics”?	403
	Conclusion	404
	References	405
	26: Alternatives to School Sex Education	408
	Introduction	408
	The Role of the School	409
	The Role of Parents	414
	Autodidactism	416
	Peers, the Media and the Internet	417
	Conclusions	419
	References	419
	27: Critical Animal Pedagogies: Re-learning Our Relations with Animal Others	422
	Learning How to Eat and Read Differently: A Theoretical Basis for Critical Animal Pedagogies	422
	The Place of Animals and Affect in Education	424
	Species-Inclusive Intersectionality Education	427
	The Animal–Industrial Complex in Education	429
	Vegan Education	432
	Critical Animal Pedagogies and Social Change: A Conclusion	433
	References	435
	28: Solitude and Spirituality in Schooling: The Alternative at the Heart of the School	438
	Introduction	438
	Schools as Learning Communities	439
	Spirituality and the Spirit of the School	442
	Solitude and Enstasy in Schools	446
	Reaching for Solitude	446
	Reaching for Enstasy	447
	The Salt of Personhood	449
	Conclusion: Creating Alternatives	449
	References	450
	29: German Kinderlaeden: From Alternative Projects to Professional Pedagogy	453
	Anti-authoritarian Aspirations and Counter-Culture	454
	Changing Environment and Labour as Commodity	457
	Professional Identity and Good Money for Good Work	459
	New Role Expectations and Standardisation	462
	Waged Labour and Social Reflexivity	463
	A Way of Coping and a Political Act	465
	References	466
	30: Attachment Aware Schools: An Alternative to Behaviourism in Supporting Children’s Behaviour?	469
	Introduction	469
	Background—The Relevance of Attachment Theory to Educational Practice	470
	The Neuroscience of Attachment	473
	Towards an Alternative Model—Attachment Aware Schools	475
	Attachment Aware Schools—Our Framework	475
	Building an Evidence Base	478
	Wider Issues and Challenges	482
	References	484
	Index	490