Radical Democratic Schooling on the Ground: Pedagogical Ideals and Realities in a Sudbury School

Autor/in	Wilson, Marguerite Anne Fillion
Titel	Radical Democratic Schooling on the Ground: Pedagogical Ideals and Realities in a Sudbury School
Quelle	In: Ethnography and Education, 10 (2015) 2, S.121-136 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1745 -7823
DOI	10.1080/17457823.2014.959978
Schlagwörter	Democratic Values; Educational Anthropology; Ethnography; Nontraditional Education; Power Structure; Private Schools; Educational History; Educational Philosophy; Meetings; Age Differences; Gender Differences; Participative Decision Making; California + Suchen Sie Ihr Suchwort? Pädagogische Anthropologie; Ethnografie; Non-traditional education; Alternative Erziehung; Private school; Privatschule; History of education; Bildungsgeschichte; Bildungsphilosophie; Erziehungsphilosophie; Meeting; Tagung; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Kalifornien
Abstract	Sudbury schools, which originated in the USA in the 1960s, are radical alternatives to traditional public schooling that promote egalitarian relationships between children and adults. Given that the Sudbury model has been largely overlooked in educational anthropology, this paper presents findings from a 1.5-year critical ethnographic study of a Sudbury school in California. In analysing participant interactions within the school's "democratic" decision-making group, the paper presents evidence of an informal power structure that privileged older age, male gender and greater experience over youth, female gender and novicehood in determining whose voices wielded power. In doing so, the article provides an illustrative example of how theoretically democratic settings are edited to meet realities on the ground. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01