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robertogreco : agilelearningcenters   10

(Self-Directed) Education is a Political Act | Alliance for Self-Directed Education
“With that said, I created the following diagram as a visual aid to help understand the many various SDE methods at work, how they generally are similar and different, how their sense of “freedom” is ideologically politicized, and how they are allied as trust based models in contrast with fear based counterparts in the top section of the diagram. This diagram seeks not to pigeonhole any one model into a political ideology but rather to provide a broad understanding of where each model lies on a spectrum of definitions and methodologies of “freedom” and education as a political act.

[image: “A chart showing fear based and trust based models of education"]

Since freedom is rooted and established in trust, the act of stripping away that freedom starts with fear and control. Therefore, I have simply distinguished these two overarching philosophies into “Fear Based” and “Trust Based” categories. The fear based models of education are out of scope for this article (for more on that, start with this excellent article). However, I want to briefly touch upon why “Democratic Schools” are listed under this category. Note that “Free Schools” are listed under the trust based model; while most Free Schools are also democratic, it is possible to have democratic decision-making in fear based schools (e.g. “Vote on whether we’re studying the Nile or the Pyramids first…”) This distinction is not always clear and earlier in my research caused me a lot of confusion, especially in my travels to Europe where I learned that visiting a “democratic” school did not necessarily mean I could expect the school to be self-directed as well. It is also important to note that often (but not always) this did not mean the educators there were not interested in SDE. Rather, they were often working constrained by laws that make SDE illegal in countries like Greece, Turkey and Germany. Meanwhile, in the United States the adoption of democratic education within conventional schools can also be seen in classroom meeting trends and in the work of organizations like the Institute for Democratic Education in America (IDEA).

On the “trust based” side of the diagram, most notable might be that I have placed unschooling under all three political ideologies. Unschooling is certainly the most difficult SDE methodology to pin down, since it is practiced for so many different reasons and in so many different ways. I broke it down into three general sub-groups:

- Self-Governed Unschoolers under the Libertarian label are generally those unschoolers looking for independence from institutionalization. These are families who are focused on the liberation of their learners. While they might be a part of some collective or taking classes in various places, ultimately their focus is their own freedom and learning, not the welfare of any collective or group they may temporarily be a part of.

- Decolonizing Unschoolers is best described by Zakiyya Ismail, who simply wrote, “It is about stepping out of an oppressive system and into a liberatory one.”20 For these unschoolers, this is not just about independence of one’s own learning; it is also about dismantling the oppressive system of conventional schooling in order to create an equitable world, and so, this model fits well under the Anarchism label.

- Communal Unschoolers is admittedly a term I made up for clarification and distinction in this diagram. However, this is a very real type of unschooling, a type that I run across often in my own work with unschoolers. Communal Unschoolers are families who unschool as a collective in order to make it possible to do so for each individual family. There’s a reliance on each other and a buy-in in order for each learner to be able to unschool. Therefore, this model fits best under the label of Socialism.

As for schools and centers, I’ve placed Sudbury Schools and Liberated Learners under the Libertarian umbrella. Liberated Learners are listed here for the same previously mentioned reason that Self-Governed Unschoolers are in this category. And while Sudbury Schools are communities, their standard of no adult offerings and policy of barring parent involvement align with the notion of learning based primarily on the individual’s needs. Their School Meeting and Judicial Committee structures reflect the Libertarian idea that governance is necessary but should be made as small as is necessary to maintain autonomy.

I have listed Free Schools and Summerhill on the other end of the spectrum, under the Socialist label. While individual freedom is certainly valued highly in these schools, Summerhill and Free Schools generally emphasize being a collective reliant on communal equity. In contrast to Sudbury Schools, these schools generally have communal offerings (or classes in the case of Summerhill) and often rely on parent involvement in the community (or the adult “House Parents” and older youth “Beddies” who foster a sense of “family” at Summerhill, which is a boarding school). There is a real sense that a culture needs to be developed for a healthy learning atmosphere to thrive (much like the nineteenth century SDE Swiss educational reformer Johann Pestalozzi’s premise that an “emotionally secure environment” needs to be present for “successful learning” to take place).

Judith Suissa compares Summerhill to the third category listed in the diagram, anarchism, when she writes, “What Neill was really after was an appreciation of freedom for its own sake– a far cry from the social anarchists, who viewed freedom… as an inherent aspect of creating a society based on mutual aid, socio-economic equality and cooperation.”22 From this reasoning, I have placed in the anarchistic category Agile Learning Centers, as well as the more obvious Free Skools and Modern Schools (which directly declare/d themselves anarchistic). Agile Learning Centers were a direct reaction to the Free School model, retooling and reframing Free School practices for meetings, conflict resolution, and so on. These consent driven structures and nonhierarchical systems align with anarchist ideologies. Additionally, the ALC Network’s intentional dedication to social justice and equity separate it from the other SDE models and also fall under the definition of anarchistic values.

With all of this said, it is important to remember that each individual and each center is different, and that such diagrams are only useful as a general guide to understanding the methodologies. At the same time, this comparison of SDE models to political ideologies is also an important reminder that, while one does not need to support radical politics to believe in SDE, a young person practicing Self-Directed Education will experience radical freedom and trust based ideologies, and those experiences will influence the development of their framing of the world. The same is also true of children being raised in conventional fear based environments, different as the politically ideological implications may themselves be.

Articulating these SDE model differences while holding as foundational their trust based alliance is a practice intended to establish a greater bond. With this understanding, all of us in this world of Self-Directed Education can learn more from one another. During this time period where partisanship is dividing humanity so severely, it is important to remember our similarities and to remember that all individuals, regardless of political beliefs or educational beliefs or any other beliefs that diversify humanity, all deserve to be approached with respect and kindness. I am proud to be in alliance with other members of this trust based Self-Directed Education movement, and I celebrate our many flavors and methods.”
alexanderkhost  via:derek  2020  politics  self-directed  self-directedlearning  freeschools  summerhill  sudbury  sudburyschools  education  schools  schooling  unschooling  deschooling  anarchism  anarchy  socialism  individualism  society  radicalism  children  modernschools  autonomy  mutualaid  freedom  liberation  community  communities  progressive  sfsh  lcproject  tcsnmy  libertarianism  doctrine  authority  authoritarianism  conservatism  moderatism  moderation  permissiveness  liberalism  publicschools  conventionalschools  agilelearningcenters  waldorf  waldorfschools  montessori  montessorischools  charterschools  trust  fear  parenting  schooliness  indoctrination  judithsuissa  asneill 
10 days ago by robertogreco
ZigZag ALC
“We are a transformative Agile Learning community of diverse people of all ages in Asheville, NC. We practice Self-Directed Education, empathy-based communication, consent, and liberation. Liberation means freeing ourselves and our children from oppressive systems and schoolish mindsets of perfection, conformity, compliance, and zero sum games. We grow, discover, and celebrate our kids and ourselves exactly as we are. 

Agile Learning at its core is about giving kids genuine choice about how to spend their time throughout their day, and this self-direction works best when done with intention and as part of a vibrant community. Facilitators and mentors offer classes, projects, activities, and weekly field trips based on the interests of the kids enrolled. We believe in the importance of play, nature, community, intention-setting, and trust-centered decision making. We practice power-with instead of power-over, which means that all of our needs matter, kids and grownups alike. 

We are an alternative to public/private schools for kids ages 3-13. We want to help families that never intended to pull their kids out of school, but find their kid is stressed, losing their curiosity, being bullied, etc., and needs help finding another way forward. We can help with that transition and be a resource in creating an education that is more meaningful and fun. ​

We are also a resource for unschoolers and homeschoolers already happy and comfortable with their education and just looking for another wonderful opportunity to enrich their lives.”

[via: “Unschooled Asheville: A day in the life of homeschooling's boldest movement”
https://www.citizen-times.com/story/news/local/2020/01/22/asheville-unschooling-homeschool-zig-zag-gains-popularity/4419234002/ ]
unschooling  agilelearningcenters  self-directed  self-directedlearning  education  deschooling  asheville  northcarolina  homeschool  lcproject  openstudioproject  agilelearning  learning  children 
24 days ago by robertogreco
Agile Learning Centers, Liberated Learners, and Sudbury Schools: What’s the Difference? | Alliance for Self-Directed Education
"An exploration of three popular models for supporting self-directed learners.

Table of Contents
A Brief History
Is it a School?
Core Values
What’s Required?
Conflict Resolution
Who Makes the Decisions, and How?
Classes, Activities, Mentorship, and Asking for Help
Graduation
Conclusion: What’s the Same?"
blakeboles  unschooling  deschooling  schools  alternative  sudburyschools  agilelearningcenters  liberatedlearners  northstar  education  children  2018  democracy  democratic  freeschools  values  conflictresolution  authority  history  decisionmaking  teaching  howwelearn  learning  self-directed  self-directedlearning  agilelearning  lcproject  openstudioproject 
february 2019 by robertogreco
SVS/Unschooling Controversy - YouTube
"This is a commentary on the currently controversial article by Daniel Greenberg https://sudburyvalley.org/article/lets-be-clear-sudbury-valley-school-and-un-schooling-have-nothing-common . The article is not summarised during the commentary so it will be necessary to read it before listening. Further discussion is available to join on the forums at www.self-directed.org.

"Differences Between Self-Directed and Progressive Education" can be read here https://www.psychologytoday.com/us/comment/924407 . This commentary is offered by Jeanna L Clements in her private capacity and does not represent any other individual or collective. Please feel free to share. Thank you."
education  schools  schooling  sudburyschools  self-directed  self-directedlearning  progessive  petergray  je'annaclements  howwelearn  howweteach  teaching  learning  unschooling  homeschool  deschooling  montessori  northstar  agillearningcenters  agilelearning  tcsnmy  lcproject  openstudioproject  sfsh  jeannaclements  individualism  collective  collectivism  parenting  danielgreenberg  children  2018  johnholt  patfarenga  sudburyvalleyschool  agilelearningcenters 
january 2019 by robertogreco
Raising Free People | Raising Aware People #LRC2018 - YouTube
"What are your experiments with the intersection of Unschooling / Self Directed Education and Social Justice. And your understanding of this intersection. While, hey are inextricably linked, the practice of unschooling as social justice and raising aware people isn't widely understood, spoken about or shared.

So at Learning Reimagined 2018, we hosted an interactive panel discussion as an introduction to the relationship and practice of the two, with the hope that this will help participants and now viewers to think around these issues and to then discuss and share further in their communities and here with us online so we can learn too.

The panel consisted of a mix of young unschoolers and featured speakers (Akilah Richards, Bayo Akomolafe, Teresa Graham Brett) at Learning Reimagined 2018."

[from the Learning Reimagined 2018: Unschooling As Decolonisation conference conference: https://www.growingminds.co.za/learning-reimagined-conference-2018/ ]
unschooling  education  socialjustice  self-directed  self-directedlearning  akilahrichards  bavoakomolafe  teresagrahambrett  liberation  justice  zakiyyaismail  deschooling  learning  politics  southafrica  us  difference  scaffolding  parenting  poc  howwelearn  decolonization  2018  race  racism  inclusivity  conferences  lrc2018  bias  inclusion  community  privilege  kaameelchicktay  elitism  schools  schooling  indigeneity  class  classism  humanism  language  english  africa  colonization  agilelearningcenters  agilelearning  lcproject  openstudioproject  children 
january 2019 by robertogreco
Dat School
"A learning center where children explore their interests.

Dat School provides children with the resources that allow their curiosity, playfulness, and sociability to flourish.

At Dat School, we believe that kids are naturally curious and that they learn better when making their own decisions about what, when, how and with whom to learn.

Staff is present to guide the students through their learning and to give them organizational tools. 
Want to know more? Browse through our website, visit our Facebook page, attend an info session or contact us. 
 
The organizations we're proud to be members of :
We proudly use the tools of the Agile Learning Centers.

We are a member of the Alternative Education Resource Organization

We are a member of the Alliance for Self-Directed Education"
self-directed  self-directedlearning  unschooling  lcproject  openstudioproject  education  schools  nola  neworleans  alternative  agilelearningcenters  agilelearning  learning  deschooling  children 
september 2018 by robertogreco
Agile Learning Centers - Education Evolved
"Agile Learning Centers are an expanding network of micro-schools leveraging agile tools to support self-directed education

Beyond Your Dreams
Agile Learning Centers restore the joy of learning with a surprisingly effective educational approach: intentional culture supporting self-directed learning reinforced by agile management tools.

What does that mean?

Self-Directed: Humans are natural learners. When children get to follow their passions, they engage deeply, learning more quickly and thoroughly – covering years of content in weeks at the time they choose to learn it.

Intentional Culture: At ALCs children feel they are heard, they belong, and they make a difference. As social creatures, we thrive in this kind of vibrant community which builds our confidence, heightens our communication skills, and calls forth our best selves.

Agile Management Tools: We use practical and concrete tools to make these lofty-sounding ideals real and reliable. These tools and practices provide visible feedback, effective self-management, clarity of purpose, and easy integration of new patterns as needs change.

A 21st Century Education
Children today will need to succeed in a very different world than the one we’ve known – one completely outside the reach of traditional schooling.

Gone is the era of stable corporate employment. The future is in the hands of the entrepreneurs, freelancers, and creative community builders. The skill set required to identify an opportunity, organize a team, plan the work, execute to fulfillment, and build your reputation from these successes does not come from “Sit down! Shut up! Learn what I tell you to! Now barf it onto this test.”

Children need a setting to develop their fluency in digital media, their social, cultural and emotional intelligence, motivation, self-knowledge, and their sense of purpose. They need a platform for sharing their learning in a digital portfolio with a collaborative community.

Learn more about our educational model or visit an ALC near you to see it in action…

Education Model: The Agile Tree
Some things are central to what ALCs are about, while other elements are flexible and may vary between communities. We use a metaphor of a tree to illustrate this aspect of the ALC educational model more clearly.

The soil we grow from is trust: in students, in each other, in you. The four assumptions—roots—which ground us are as follows:

• Learning: Learning is natural. It’s happening all the time.
• Self-Direction: People learn best by making their own decisions. Children are people.
• Experience: People learn more from their culture and environment than from the content they are taught. The medium is the message.
• Success: Accomplishment is achieved through cycles of intention, creation, reflection and sharing.

We recognize twelve guiding principles as branches which communities refer to when developing new tools and practices.

Principles: The Agile Branches
The tools and practices that we use in Agile Learning Centers emerge as leaves on one or more branches. These branches depict the guiding principles we use to translate theory into practice and ideals into action.

Agility: Make tools and practices flexible, adaptable, easy to change… or change back again. Too much change all at once can be disorienting — try gentle changes over multiple iterations to see what’s working.

Infinite Play: Play infinitely, grow infinitely. Play is one of the most powerful paths to growth. The concept of infinite play reminds us that games aren’t about winning; changing rules and boundaries is part of playing, letting players constantly expand the game of outrageous personal growth to incorporate new players and new frontiers.

Amplifying Agency: Ensure tools support personal choice and freedom as well as responsibility for those choices. Everyone should have the opportunity to participate in designing and upgrading the structures which guide them.

Culture Creation: Acknowledge and use the water you’re swimming in. We shape culture; culture shapes us. A powerful, positive culture is the strongest, most pervasive support structure a learning community can have. Develop collective mastery rather than restrictive rule-making. Intentional culture building supports intentionality in other domains as well.

Facilitation: Clarify, simplify, and connect. Don’t introduce unnecessary complexity. Hold coherence for personal growth in an empowered cultural context. Connect kids to the larger social capital of their community as they seek learning resources. Combine many principles and intentions into a single tool or practice, instead of trying to maintain more of them.

Visible Feedback: Make choices, patterns, and outcomes visible to participants so they can tune their future behavior accordingly. Make the implicit explicit and expand transparency. These practices empower and build trust among community members.

Respect for each other’s time and space: Hold no unnecessary meetings. Keep all meetings tight, productive and participatory. Honor commitments, as well as scheduled start and end times for happenings. Check-in before creating work for someone else. Be thoughtful about taking up shared space.

Support: Provide maximum support with minimal interference. As adults, we often need support reaching our goals and fulfilling our intentions; so do children. We create supportive structures, practices, culture, and environments. However it’s important to remember that support is not direction — it does not mean making their decisions for them or intervening and managing their processes. Support that takes up too much space becomes counterproductive.

Relationship: Be real. Be accepting. Respect differences. Authentic relationship is the basis of partnership, communication, collaboration, and trust between students and staff. Support self-expression, self-knowledge and self-acceptance, letting the experience of nurturing relationship teach the power of interrelatedness and community.

Full-spectrum Fluency: Embrace multiple intelligences, modes of expression, and learning styles. Nurture multiple literacies. A functional education for today’s world needs to focus on more than just “book-learning” textual, numerical, analytical, or memorization skills. Social, relational, digital, and a variety of other skill sets are now essential; recognize and develop them as such.

Shareable Value: Make value received from learning visible and sharable. Use tracking systems, record measurable progress, generate documentation (blogs, portfolios, images), and teach others.

Safe Space-making: Provide an environment of physical, social, and emotional safety. Set and keep critical boundaries. Foster great freedom within an appropriate frame of safety and legality, so that kids’ energy can be freed up to focus on learning instead of protecting themselves."
microschools  education  agilelearning  lcproject  openstudioproject  learning  unschooling  deschooling  self-directed  self-directedlearning  agilelearningcenters  children 
july 2018 by robertogreco
How He's Using His Gifts | Akilah S. Richards [Episode 12]
"We explore…gifted students, twice exceptional students, educators who shift from traditional to self-directed education, civic connections, the truth about college, and giving black and brown children more access.

Anthony Galloway wasn’t willing to be another cog in the system.

He’s a smart, twenty-something year old African-American man who chose to go into the field of education. He came up through the system, and learned how to excel in it. He also knew that he wanted to be part of the change in public education that allowed children of color access to the same resources and opportunities as children in white schools or private ones.

Anthony co-founded an Agile Learning Center, now facilitated by both him and long-time educator, Julia Cordero. I think you’re gonna find this discussion interesting because Anthony’s an educator who saw the school system for what it was and is, and started his own school to create something better."
akilahrichards  anthonygalloway  schools  education  unschooling  deschooling  gifted  juliacordero  race  schooling  self-directed  self-directedlearning  lcproject  openstudioproject  children  howwelearn  learning  praise  comparison  alternative  grades  grading  curiosity  libraries  systemsthinking  progressive  reading  howweread  assessment  publicschools  elitism  accessibility  class  highered  highereducation  colleges  universities  unpaidinternships  studentdebt  testing  standardization  standardizedtesting  agilelearning  community  collaboration  sfsh  tcsnmy  freeschools  scrum  cv  relationships  communities  process  planning  documentation  adulting  agilelearningcenters 
july 2018 by robertogreco
Heartwood Agile Learning Center
"About Us
Heartwood Agile Learning Center is a K-12th independent school that facilitates Self Directed Education. We adapt the tools and practices of Agile Management & Sociocracy to help students individualize their learning within the context of a collaborative community. Heartwood ALC is committed to using intentional culture creation to amplify student agency and promote social justice. Our students are encouraged to explore their passions and curiosities in order to simultaneously discover and create their path in life.

Vision
A community where parents and Facilitators partner together to help young people define their life mission and role in their community.

Purpose
To provide and support self-directed education that plays an active role in the liberation and empowerment of historically disenfranchised and marginalized students."

[via: http://www.akilahsrichards.com/heartwood/ ]

[See also:
http://www.akilahsrichards.com/61/
https://www.superandhuman.me/ ]
unschooling  self-directed  self-directedlearning  deschooling  anthonygalloway  juliacordero  lcproject  openstudioproject  education  schooling  schools  agilelearningcenters  agilelearning  georgia  learning  children 
july 2018 by robertogreco
Free From the Start: One Child’s Progressive Path to Educational Freedom | Alliance for Self-Directed Education
"To be honest, I wasn’t thinking about schools, and I wasn’t looking for a book recommendation. But a few months before my son was born, the man that my ex and I chose as our sperm donor/dad suggested a book. Reading it changed everything.

The book was Free at Last: The Sudbury Valley School, by Daniel Greenberg, and it introduced me to self-directed learning. Greenberg’s basic principle is that children are compelled to learn what they need to learn when they need to learn it. Left to themselves, they do an amazing job of determining not only what they like, but what they need, and they instinctively know the best for them to go about learning it. This concept made immediate sense to me, and I was inspired.

Not only did I buy a whole bunch of copies and start handing them out to friends, but even before my son, Timothy, was born, I decided that I would trust his learning instincts. It wasn’t always easy—there were times I wanted to teach him things I thought he “should” know—but I kept at it. When he was five, for example, he said he wanted to learn to read, so, together we went online and looked for reading workbooks. He chose one, I ordered it, and he used it to teach himself to read. It was effortless.

Before long, it was time to find a school, and I searched for a school with a self-directed philosophy. Unfortunately, there were none nearby, so we found a “progressive” school that was child centered with only 10-12 children per class. The children were sweet, Timothy had a lot of fun, and it was a good choice.

Kindergarten went without a hitch, but in first grade, it became evident that Timothy was far ahead of his classmates in both math and reading. This could have been problematic, but his first grade teacher was excellent; she quickly was aware that he needed more advanced assignments. She kept him very engaged.

Second grade was a different story. Timothy became bored academically, and he craved social time with other children. As the year went on, instead of getting closer with his classmates, there seemed to be less and less group time, and Timothy began coming home from school increasingly upset. Together, we realized that he needed a change.

Meanwhile, a self-directed learning school had finally been founded in Manhattan, and almost as soon as the Manhattan Free School opened its doors, we visited. Despite my personal hopes, Timothy wasn’t that interested, and—remembering to try to let him figure out for himself what was best—I didn’t push. But when second grade started to go so badly, he asked to see the school again. After a day’s visit, he knew he wanted to switch. He has been there for almost five years.

After the first year, however, the school almost didn’t make it. The director and staff had been having both interpersonal and philosophical disagreements, and the school itself had cash flow issues that left it unable to pay staff and overhead. Closure seemed imminent.

The same man who recommended the book that would change my life came to the rescue. He volunteered to run the school for free if the parents would let him transform the school based on a concept he called agile learning. The parent body agreed, and the Agile Learning Center concept was born. The man with the idea was Arthur Brock, Timothy’s dad.

Timothy has flourished. People who don’t understand self-directed learning environments often are concerned about students missing out on certain “important” topics, but Timothy understands math concepts, reads and writes. He grasps and retains a myriad of scientific concepts, and he enjoys memorizing historical facts so much that he knows more about some history than I.

Most parents of self-directed kids will tell stories of their childrens’ experiences and accomplishments that sound amazing against the backdrop of traditional education. But it’s really because self-directed students have the time and support to pursue their interests. Often, they grow the most in areas that are not tested for in traditional education.

Since he was very young, Timothy’s passion has been computers; he started coding when he was around 6 or 7, and now—at age 13—he teaches others, he built a computer last year, and he has a small group of tech support “clients”. He currently is most motivated by spending time learning to be social and collaborative. He is trying hard to understand how to make and keep friends. It hasn’t always been easy, but it is super important to him, and he’s starting to figure it out.

Being in an environment that is not forcing an unnecessary academic curriculum, but rather is giving him the freedom to spend his days interacting with both students and adult facilitators has been perfect.

He has found that he loves facilitating conflict resolution for younger children, he likes collaborating on projects, and he enjoys being a sounding board for his friends when they need someone they can trust.

When I was pregnant almost fourteen years ago, I did some crazy things. I ate food combinations that made no sense, I had fits of glee and anger, and I slept in bursts and starts. Of course, I knew that I was bringing into the world someone who would change my life, but I didn’t know that reading a book would change both of our lives.

Being committed to self-directed education (and parenting) has been both nerve-wracking and exhilarating. I’ve had my moments of concern, but when I take a step back and ask myself if my son (now a teenager) is learning, on his own terms, the skills he will need to be a successful and happy man, the answer is 100% yes."
self-directedlearning  self-directed  sfsh  progressive  schools  education  learning  howwelearn  agilelearning  sudburyschools  academics  content  2017  mercercarlin  manhattnfreeschool  freeschools  arthurbrock  unschooling  deschooling  agilelearningcenters  lcproject  openstudioproject  children 
april 2017 by robertogreco

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