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1	Teias de aprendizagem : uma proposta de ensino com recursos educacionais abertos baseada na perspectiva de Ivan Illich Lima, Ismael de January 2017 (has links) Esta dissertação descreve uma intervenção desescolarizada efetivada dentro da escola. Desescolarizada no sentido de que há na intervenção um desprendimento das coisas tipicamente escolares como currículo, regras temporais e recompensas. Para Ivan Illich, autor do qual as ideias apresentadas no livro Desescolarização da Sociedade (1973) serviram como principal referencial teórico para este trabalho, os já exaustivamente discutidos problemas escolares são, na verdade, características intrínsecas dessa instituição. Ademais a escola seria um ritual de entrada para o mundo do consumo e um mecanismo que colabora com a reprodução das diferenças sociais. Uma alternativa à instituição escolar para o papel de mediador no processo de aprendizagem, seria a de fomentar o nascimento das “Teias de Aprendizagem” – redes autônomas de trocas de habilidades. A atmosfera propícia para o surgimento da nossa teia se constituiu no Colégio La Salle Carmo em Caxias do Sul, em dois semestres de 2014 e 2015. A plataforma escolhida para o nascimento dessa rede foi ancorada nos Recursos Educacionais Abertos (REA). Tais recursos favorecem o ciclo pesquisacriação- documentação-compartilhamento que, em nosso entendimento, é fundamental para desenvolver a autonomia dos alunos e para a abertura do conhecimento. Apresentamos aos alunos de ensino médio daquela escola a possiblidade de participarem de encontros semanais para que eles desenvolvessem seus projetos voltados, a princípio, para a mostra científica da escola. Nos encontros, os participantes tiveram disponíveis modelos de habilidades e ferramentas (como o Arduíno) para, de maneira autônoma, guiar seu aprendizado de acordo com o temática escolhida para seus projetos. Dividida em três momentos – (1) propiciar a formação da teia, (2) tornar os recursos disponíveis, (3) desenvolvimento de projetos, (4) documentação e compartilhamento – a intervenção desescolarizada mostrouse uma sugestão eficaz para um projeto extra curricular. / This dissertation describes a deschooling intervention performed inside a school. The descooling was applied in a way that during the intervention there was a detachment from the typical school things, such as, curriculum, time rules and rewards. To Ivan Illich, author whose book “Deschooling society” presented ideas that served as the main theoretical reference for this paper, the exhaustively debated school problems are, actually, intrinsic characteristics of this institution. Moreover, the school would serve as an entrance ritual to a world of consumption and a mechanism that colaborates with the reproduction of the social differences. An alternative to the school institution, to perform the mediating role in the learning process, would be to stimulate the birth of “The Learning Webs” – an independent network of habilty exchanges. A favourable atmosphere to the advent of our web appeared at the La Salle Carmo School in Caxias do Sul, in two semesters in 2014 and 2015. The plataform chosen to the birth of our network was based on the Open Educational Resources (OER). Such resourses favors a cycle of research-creation-documentation-sharing that, in our understanding, is vital to develop the students’ autonomy and to unlock knowledge. We presented to the middle school students from that school the possibility to attend weekly gatherings so that they could develop their projects concerning, at first, the school’s scientific fair. In those gatherings, the participants had at their disposal hability models and tools (such as Arduino) so that, in an independent way, they could guide their own learning according to the theme chosen for their projects. It was divided in three moments - (1) To enable the web formation, (2) to provide the avaliable resources, (3) Project development, (4) documentation and sharing – the deschooling intervention showed to be an effective suggestion for an extracurricular project. Formação de professores Recursos educacionais abertos Métodos de ensino Deschooling Open Educational Resources
2	Deschooling to foster environmental citizenry Richer, Nicolette 15 June 2010 (has links) Environmentally-concerned parents and educators today are asking, “How do we co-create learning environments that will foster environmental citizenry?” This reflects David Orr's claim: “More of the same kind of education that enabled us to industrialize the earth can only make things worse.” Using autoethnography to explore my decision to deschool my children, I'm placed in the position of a reflexive practitioner, as I serve as both the primary researcher and subject of that research. Upon arriving at the decision to forgo the compulsory education system I discovered the interconnectedness between deschooling, autoethnography, and 21st century theories of environmental education. I examine the rationales of environmental educators such as Orr, Weston and Jickling who call for new systems of environmental education. I expose underlying assumptions and beliefs that shape my decisions to deschool my daughters and create context for broader community discussion about how to educate for an environmentally engaged citizenry. Autoethnography David Orr Anthony Weston Bob Jickling compulsory education environmental citizen 21st century education deschooling homeschooling
3	An Alternative Currency for Education : A Comparative Case Study of Learning Practices within Time Banks Taherzadeh, Alice Lida January 2018 (has links) This study aims to investigate learning practices within Time Banks in Spain. Time Banking is a community currency concerned with the exchange of services between members using time as the currency. Parallels can be drawn with Ivan Illich’s ‘Skills Exchange’ model in Deschooling Society (1971b) and this provides the initial motivation for the study of Time Banks from an educational perspective, which is identified as a gap in the literature. Moving on from Illich, the investigation of Time Banks is considered in relation to the wider context of Lifelong Learning and the Learning Society. The heterogeneity of Time Bank models in Spain motivates a comparative research design based on differing organisational logics, whilst the exploratory nature of investigating Time Banks as spaces of learning motivates a case study methodology in order to gain a contextualised understanding of the problem. The study finds that the Time Banks are built on principles of Mutual Aid (Kropotkin, 1902) and, whilst practices and values resonate somewhat with Illich’s critiques of modernism, a skills exchange model does not best represent the learning that takes place in Time Banks. Furthermore, this research finds that in all three Time Banks, the exchange of services forms only a small part of overall activities. Additional activities provide opportunities for the exchange of skills and knowledge between participants. However, the learning highlighted as more important by TB users is learning to participate. That is, learning solidarity and personal and social skills through active participation in the Time Bank. These findings are then positioned within the context of radical adult education and future lines of inquiry are identified. Time Banks Informal Education Lifelong Learning Deschooling Mutual Aid Educational Sciences Utbildningsvetenskap
4	Teias de aprendizagem : uma proposta de ensino com recursos educacionais abertos baseada na perspectiva de Ivan Illich Lima, Ismael de January 2017 (has links) Esta dissertação descreve uma intervenção desescolarizada efetivada dentro da escola. Desescolarizada no sentido de que há na intervenção um desprendimento das coisas tipicamente escolares como currículo, regras temporais e recompensas. Para Ivan Illich, autor do qual as ideias apresentadas no livro Desescolarização da Sociedade (1973) serviram como principal referencial teórico para este trabalho, os já exaustivamente discutidos problemas escolares são, na verdade, características intrínsecas dessa instituição. Ademais a escola seria um ritual de entrada para o mundo do consumo e um mecanismo que colabora com a reprodução das diferenças sociais. Uma alternativa à instituição escolar para o papel de mediador no processo de aprendizagem, seria a de fomentar o nascimento das “Teias de Aprendizagem” – redes autônomas de trocas de habilidades. A atmosfera propícia para o surgimento da nossa teia se constituiu no Colégio La Salle Carmo em Caxias do Sul, em dois semestres de 2014 e 2015. A plataforma escolhida para o nascimento dessa rede foi ancorada nos Recursos Educacionais Abertos (REA). Tais recursos favorecem o ciclo pesquisacriação- documentação-compartilhamento que, em nosso entendimento, é fundamental para desenvolver a autonomia dos alunos e para a abertura do conhecimento. Apresentamos aos alunos de ensino médio daquela escola a possiblidade de participarem de encontros semanais para que eles desenvolvessem seus projetos voltados, a princípio, para a mostra científica da escola. Nos encontros, os participantes tiveram disponíveis modelos de habilidades e ferramentas (como o Arduíno) para, de maneira autônoma, guiar seu aprendizado de acordo com o temática escolhida para seus projetos. Dividida em três momentos – (1) propiciar a formação da teia, (2) tornar os recursos disponíveis, (3) desenvolvimento de projetos, (4) documentação e compartilhamento – a intervenção desescolarizada mostrouse uma sugestão eficaz para um projeto extra curricular. / This dissertation describes a deschooling intervention performed inside a school. The descooling was applied in a way that during the intervention there was a detachment from the typical school things, such as, curriculum, time rules and rewards. To Ivan Illich, author whose book “Deschooling society” presented ideas that served as the main theoretical reference for this paper, the exhaustively debated school problems are, actually, intrinsic characteristics of this institution. Moreover, the school would serve as an entrance ritual to a world of consumption and a mechanism that colaborates with the reproduction of the social differences. An alternative to the school institution, to perform the mediating role in the learning process, would be to stimulate the birth of “The Learning Webs” – an independent network of habilty exchanges. A favourable atmosphere to the advent of our web appeared at the La Salle Carmo School in Caxias do Sul, in two semesters in 2014 and 2015. The plataform chosen to the birth of our network was based on the Open Educational Resources (OER). Such resourses favors a cycle of research-creation-documentation-sharing that, in our understanding, is vital to develop the students’ autonomy and to unlock knowledge. We presented to the middle school students from that school the possibility to attend weekly gatherings so that they could develop their projects concerning, at first, the school’s scientific fair. In those gatherings, the participants had at their disposal hability models and tools (such as Arduino) so that, in an independent way, they could guide their own learning according to the theme chosen for their projects. It was divided in three moments - (1) To enable the web formation, (2) to provide the avaliable resources, (3) Project development, (4) documentation and sharing – the deschooling intervention showed to be an effective suggestion for an extracurricular project. Formação de professores Recursos educacionais abertos Métodos de ensino Deschooling Open Educational Resources
5	Teias de aprendizagem : uma proposta de ensino com recursos educacionais abertos baseada na perspectiva de Ivan Illich Lima, Ismael de January 2017 (has links) Esta dissertação descreve uma intervenção desescolarizada efetivada dentro da escola. Desescolarizada no sentido de que há na intervenção um desprendimento das coisas tipicamente escolares como currículo, regras temporais e recompensas. Para Ivan Illich, autor do qual as ideias apresentadas no livro Desescolarização da Sociedade (1973) serviram como principal referencial teórico para este trabalho, os já exaustivamente discutidos problemas escolares são, na verdade, características intrínsecas dessa instituição. Ademais a escola seria um ritual de entrada para o mundo do consumo e um mecanismo que colabora com a reprodução das diferenças sociais. Uma alternativa à instituição escolar para o papel de mediador no processo de aprendizagem, seria a de fomentar o nascimento das “Teias de Aprendizagem” – redes autônomas de trocas de habilidades. A atmosfera propícia para o surgimento da nossa teia se constituiu no Colégio La Salle Carmo em Caxias do Sul, em dois semestres de 2014 e 2015. A plataforma escolhida para o nascimento dessa rede foi ancorada nos Recursos Educacionais Abertos (REA). Tais recursos favorecem o ciclo pesquisacriação- documentação-compartilhamento que, em nosso entendimento, é fundamental para desenvolver a autonomia dos alunos e para a abertura do conhecimento. Apresentamos aos alunos de ensino médio daquela escola a possiblidade de participarem de encontros semanais para que eles desenvolvessem seus projetos voltados, a princípio, para a mostra científica da escola. Nos encontros, os participantes tiveram disponíveis modelos de habilidades e ferramentas (como o Arduíno) para, de maneira autônoma, guiar seu aprendizado de acordo com o temática escolhida para seus projetos. Dividida em três momentos – (1) propiciar a formação da teia, (2) tornar os recursos disponíveis, (3) desenvolvimento de projetos, (4) documentação e compartilhamento – a intervenção desescolarizada mostrouse uma sugestão eficaz para um projeto extra curricular. / This dissertation describes a deschooling intervention performed inside a school. The descooling was applied in a way that during the intervention there was a detachment from the typical school things, such as, curriculum, time rules and rewards. To Ivan Illich, author whose book “Deschooling society” presented ideas that served as the main theoretical reference for this paper, the exhaustively debated school problems are, actually, intrinsic characteristics of this institution. Moreover, the school would serve as an entrance ritual to a world of consumption and a mechanism that colaborates with the reproduction of the social differences. An alternative to the school institution, to perform the mediating role in the learning process, would be to stimulate the birth of “The Learning Webs” – an independent network of habilty exchanges. A favourable atmosphere to the advent of our web appeared at the La Salle Carmo School in Caxias do Sul, in two semesters in 2014 and 2015. The plataform chosen to the birth of our network was based on the Open Educational Resources (OER). Such resourses favors a cycle of research-creation-documentation-sharing that, in our understanding, is vital to develop the students’ autonomy and to unlock knowledge. We presented to the middle school students from that school the possibility to attend weekly gatherings so that they could develop their projects concerning, at first, the school’s scientific fair. In those gatherings, the participants had at their disposal hability models and tools (such as Arduino) so that, in an independent way, they could guide their own learning according to the theme chosen for their projects. It was divided in three moments - (1) To enable the web formation, (2) to provide the avaliable resources, (3) Project development, (4) documentation and sharing – the deschooling intervention showed to be an effective suggestion for an extracurricular project. Formação de professores Recursos educacionais abertos Métodos de ensino Deschooling Open Educational Resources
6	Borne of Capitalism: Razing Compulsory Education by Raising Children with Popular and Village Wisdom Santa Cruz, Darlane, Santa Cruz, Darlane January 2016 (has links) This multi-modal dissertation examines the historical hegemonic making of U.S. education, and how compulsory schooling has framed acceptable notions of culture, language/literacy, and knowledge production. Through this criticism of colonization and education, theoretical and practical alternatives are explored for the opportunities outside mainstream schooling in the US. In examining the literary work on decolonizing education, these efforts can engage in unlearning of coloniality by finding examples from a time before colonization. In contemporary society, the practice of de/unschooling can hold the possibilities for decolonizing education. To demonstrate how families of color in the U.S. engage with unschooling, interview questions serve as the sharing of knowledge and experience so as to ground the research in lived reality. A brief survey of critical education and critical pedagogy broadens those already critical of schools and/or receptive to the criticism of schools and the un/deschooling alternative then places student and family/community as the center of learning and teaching. Decolonizing Education Deschooling Chicanx/Indigenous Mothering Unschooling Language, Reading & Culture Auto Ethnography
7	Bílá kniha, druhé vydání / White Paper, volume 2 Daniel, Jáchym January 2017 (has links) White paper volume two is an alternative point of view on the way how our society deals with formal education. Historical analysis shows that the way we educate ourselves is a way of investment, reflecting current state of society in global. My approach was to look at the whole issue from an architectural point of view - how is the architectural space affecting the way we learn and teach. My idea is to open an alternative educational system withing the existing one, giving certain options to further development of one and the social group in general. The program of an open school is questioning the monopol of formal education systems for the knowledge giving. Architectural definition of a space which implies education is a goal of my work. Open school as an alternative vision of a schooling system including project based learning and learning within a real functioning community, opening the school in both directions - giving children a chance to learn from a real world and giving a chance to everyone to enter the environment of school to teach. Vision plan is shown in an existing location of Brno, Lesná.
8	O abolicionismo escolar: reflexões a partir do adoecimento e da deserção dos professores / School abolitionism: reflections from the illness and desertion of school teachers. Camargo, Danilo Alexandre Ferreira de 04 May 2012 (has links) Este trabalho pretende produzir algumas reflexões sobre o triunfo da escola no mundo contemporâneo, bem como meditar sobre os limites políticos do sujeito escolar, atentando para suas múltiplas dimensões: moral, cognitiva e sociocultural. Para tanto, elegemos como tema geral da investigação as vicissitudes da rotina escolar, particularmente no que se refere ao adoecimento e à deserção dos professores da escola pública brasileira. A principal referência teórica é a obra de Michel Foucault, mais particularmente, suas análises sobre as instituições disciplinares, as práticas racionais de governo das populações e os jogos de poder/resistência no interior da sociabilidade moderna. Partindo do conceito foucaultiano de governamentalidade e da análise dos discursos médicos e pedagógicos sobre a saúde dos professores, desenvolvemos três operadores conceituais: a insuportabilidade da rotina escolar, a fadiga-limite dos professores como contraconduta moral e, por fim, o abolicionismo escolar, este tomado tanto como aporia política de nosso tempo quanto como abertura para um futuro indeterminado. Dessa forma, nosso estudo pretende demonstrar como os processos de governamentalização das condutas escolares são permeados por um elemento trágico, bem como por conflitos que, antes de explicitarem os mecanismos e os movimentos do poder sobre as formas e os modos de vida, figuram como ruína permanente do próprio paradigma de poder vigente nesse quadrante. Acima de tudo, debruçamo-nos sobre casos-limite do pensamento e da ação, bem como sobre a possibilidade de perspectivar politicamente alguns impasses da educação formal contemporânea, os quais nos levam a sugerir que o problema do adoecimento e da deserção dos professores não deve ser reduzido ao âmbito da patologização médica e da moralização social para que possa, porventura, ser ressignificado como uma potência trágica do desastre triunfal da escola; uma potência que carrega indelevelmente o fantasma do abolicionismo escolar como imperativo ético-político de um tempo por vir. / In this study we intend to produce some reflections on the triumph of school in the contemporary world, as well as ponder upon the political limits of the schooling individual, considering their multiple dimensions: moral, cognitive and socio-cultural. To this end, we have chosen as the overall theme of research the vicissitudes of school routine, especially with regard to illness and desertion of Brazilian public school teachers. The main theoretical reference is the work of Michel Foucault, particularly his analysis of disciplinary institutions, of rational practices of governance of populations and of power/resistance games within the modern forms of sociability. Taking both the Foucauldian conception of governmentality and the analysis of medical and educational discourse on teachers health as our starting point, we have developed three conceptual operators: the intolerability of the school routine, the fatigue limit of teachers as a moral counter-conduct and finally, school abolitionism, considering this last concept both as political stalemate of our times and as an overture to an indeterminate future. Thus, our study aims to demonstrate how the processes of governmentalization of schooling conducts are crossed, at the same time, by a tragic element and by conflicts that, instead of making explicit the mechanisms and moves of power on ways and modes of life, are regarded as the permanent ruin of the very paradigm of the ruling power in this domain. Above all, we have looked at limit-cases of thought and action, as well as at the possibility of envisaging some deadlocks of contemporary formal education in a political light, which lead us to suggest that the problem of illness among teachers should not be reduced to contexts of medical pathologization and social moralizing so that it may be reframed as a tragic potency regarding the triumphant failure of school, a potency that indelibly carries the ghost of school abolitionism as an ethical and political imperative of a time yet to come. Abolicionismo escolar Deschooling Desescolarização Governamentalidade Governmentality Health of teachers Michel Foucault Michel Foucault Saúde dos professores School abolitionism
9	O abolicionismo escolar: reflexões a partir do adoecimento e da deserção dos professores / School abolitionism: reflections from the illness and desertion of school teachers. Danilo Alexandre Ferreira de Camargo 04 May 2012 (has links) Este trabalho pretende produzir algumas reflexões sobre o triunfo da escola no mundo contemporâneo, bem como meditar sobre os limites políticos do sujeito escolar, atentando para suas múltiplas dimensões: moral, cognitiva e sociocultural. Para tanto, elegemos como tema geral da investigação as vicissitudes da rotina escolar, particularmente no que se refere ao adoecimento e à deserção dos professores da escola pública brasileira. A principal referência teórica é a obra de Michel Foucault, mais particularmente, suas análises sobre as instituições disciplinares, as práticas racionais de governo das populações e os jogos de poder/resistência no interior da sociabilidade moderna. Partindo do conceito foucaultiano de governamentalidade e da análise dos discursos médicos e pedagógicos sobre a saúde dos professores, desenvolvemos três operadores conceituais: a insuportabilidade da rotina escolar, a fadiga-limite dos professores como contraconduta moral e, por fim, o abolicionismo escolar, este tomado tanto como aporia política de nosso tempo quanto como abertura para um futuro indeterminado. Dessa forma, nosso estudo pretende demonstrar como os processos de governamentalização das condutas escolares são permeados por um elemento trágico, bem como por conflitos que, antes de explicitarem os mecanismos e os movimentos do poder sobre as formas e os modos de vida, figuram como ruína permanente do próprio paradigma de poder vigente nesse quadrante. Acima de tudo, debruçamo-nos sobre casos-limite do pensamento e da ação, bem como sobre a possibilidade de perspectivar politicamente alguns impasses da educação formal contemporânea, os quais nos levam a sugerir que o problema do adoecimento e da deserção dos professores não deve ser reduzido ao âmbito da patologização médica e da moralização social para que possa, porventura, ser ressignificado como uma potência trágica do desastre triunfal da escola; uma potência que carrega indelevelmente o fantasma do abolicionismo escolar como imperativo ético-político de um tempo por vir. / In this study we intend to produce some reflections on the triumph of school in the contemporary world, as well as ponder upon the political limits of the schooling individual, considering their multiple dimensions: moral, cognitive and socio-cultural. To this end, we have chosen as the overall theme of research the vicissitudes of school routine, especially with regard to illness and desertion of Brazilian public school teachers. The main theoretical reference is the work of Michel Foucault, particularly his analysis of disciplinary institutions, of rational practices of governance of populations and of power/resistance games within the modern forms of sociability. Taking both the Foucauldian conception of governmentality and the analysis of medical and educational discourse on teachers health as our starting point, we have developed three conceptual operators: the intolerability of the school routine, the fatigue limit of teachers as a moral counter-conduct and finally, school abolitionism, considering this last concept both as political stalemate of our times and as an overture to an indeterminate future. Thus, our study aims to demonstrate how the processes of governmentalization of schooling conducts are crossed, at the same time, by a tragic element and by conflicts that, instead of making explicit the mechanisms and moves of power on ways and modes of life, are regarded as the permanent ruin of the very paradigm of the ruling power in this domain. Above all, we have looked at limit-cases of thought and action, as well as at the possibility of envisaging some deadlocks of contemporary formal education in a political light, which lead us to suggest that the problem of illness among teachers should not be reduced to contexts of medical pathologization and social moralizing so that it may be reframed as a tragic potency regarding the triumphant failure of school, a potency that indelibly carries the ghost of school abolitionism as an ethical and political imperative of a time yet to come. Abolicionismo escolar Desescolarização Governamentalidade Michel Foucault Saúde dos professores Deschooling Governmentality Health of teachers Michel Foucault School abolitionism
10	Summerhill school is it possible in Aotearoa ??????? New Zealand ???????: Challenging the neo-liberal ideologies in our hegemonic schooling system Peck, Mikaere Michelle S. January 2009 (has links) The original purpose of this thesis is to explore the possibility of setting up a school in Aotearoa (New Zealand) that operates according to the principles and philosophies of Summerhill School in Suffolk, England. An examination of Summerhill School is therefore the purpose of this study, particularly because of its commitment to self-regulation and direct democracy for children. My argument within this study is that Summerhill presents precisely the type of model Māori as Tangata Whenua (Indigenous people of Aotearoa) need in our design of an alternative schooling programme, given that self-regulation and direct democracy are traits conducive to achieving Tino Rangitiratanga (Self-government, autonomy and control). In claiming this however, not only would Tangata Whenua benefit from this model of schooling; indeed it has the potential to serve the purpose of all people regardless of age race or gender. At present, no school in Aotearoa has replicated Summerhill's principles and philosophies in their entirety. Given the constraints of a Master's thesis, this piece of work is therefore only intended as a theoretical background study for a much larger kaupapa (purpose). It is my intention to produce a further and more comprehensive study in the future using Summerhill as a vehicle to initiate a model school in Aotearoa that is completely antithetical to the dominant neo-liberal philosophy of our age. To this end, my study intends to demonstrate how neo-liberal schooling is universally dictated by global money market trends, and how it is an ideology fueled by the indifferent acceptance of the general population. In other words, neo-liberal theory is a theory of capitalist colonisation. In order to address the long term vision, this project will be comprised of two major components. The first will be a study of the principal philosophies that govern Summerhill School. As I will argue, Summerhill creates an environment that is uniquely successful and fulfilling for the children who attend. At the same time, it will also be shown how it is a philosophy that is entirely contrary to a neo-liberal 3 mindset; an antidote, to a certain extent, to the ills of contemporary schooling. The second component will address the historical movement of schooling in Aotearoa since the Labour Party's landslide victory in 1984, and how the New Zealand Curriculum has been affected by these changes. I intend to trace the importation of neo-liberal methodologies into Aotearoa such as the 'Picot Taskforce,' 'Tomorrows Schools' and 'Bulk Funding,' to name but a few. The neo-liberal ideologies that have swept through this country in the last two decades have relentlessly metamorphosised departments into businesses and forced ministries into the marketplace, hence causing the 'ideological reduction of education' and confining it to the parameters of schooling. The purpose of this research project is to act as a catalyst for the ultimate materialization of an original vision; the implementation of a school like Summerhill in Aotearoa. A study of the neo-liberal ideologies that currently dominate this country is imperative in order to understand the current schooling situation in Aotearoa and create an informed comparison between the 'learning for freedom' style of Summerhill and the 'learning to earn' style of our status quo schools. It is my hope to strengthen the argument in favour of Summerhill philosophy by offering an understanding of the difference between the two completely opposing methods of learning. Matriarchal society patriarchal society freedom without license sexual huminsation sexual humanization decolonisation decolonization imperialism colonisation colonization globalization globalisation right wing new right privatization privatisation of state owned assets state owned commodification rogernomics multinational corporations transnational corporations TNC world trade organisation world trade organization WTO International monetary fund IMF world bank self-governance self-government self-regulation autonomous thinking autonomy critical pedagogy New Zealand curriculum vision principles values key competencies learning areas neo-liberalism neo-liberal NZ educational reforms hegemony bulk funding NZEI New Zealand Education Institute Post Primary Teachers Association PPTA native schooling A. S. Neill Zoe Neill-Readhead Neill Roger Douglas David Lange Jim Bolger Lockwood Smith NZ treasury economist free market managerialism performativity conformity hidden curriculum decentralisation decentralization tino rangtiratanga tomorrows schools picot report indoctrination wage slave Maori schooling indigenous schooling deschooling deschool unschool home school schools as prisons

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