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Alternative Schooling and Student Engagement

Canadian Stories of Democracy within Bureaucracy

  • Book
  • © 2017

Overview

Editors:
  1. Nina Bascia

    1. Department of Leadership, Higher and Adult Education, Ontario Institute for Studies in Education, Toronto, Canada

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  2. Esther Sokolov Fine

    1. York University, Toronto, Canada

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    You can also search for this editor in PubMed   Google Scholar

  3. Malcolm Levin

    1. Ontario Institute for Studies in Education, University of Toronto, Toronto, Canada

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    You can also search for this editor in PubMed   Google Scholar

  • Addresses concerns raised over ‘traditional schooling’ ex. Common Core in the US

  • Presents a comprehensive study of race and other factors that influence students who do not thrive in traditional settings

  • Provides a history of alternative schooling in Canada

  • Includes supplementary material: sn.pub/extras

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Table of contents (19 chapters)

  1. Front Matter

    Pages i-xx
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  2. Local Democracy Within Bureaucracy: Critical Perspectives

    1. Front Matter

      Pages 1-1
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    2. Curriculum Development in Alternative Schools: What Goes on in Alternative Schools Stays in Alternative Schools

      • Nina Bascia, Rhiannon Maton
      Pages 3-10

    3. Alpha Alternative School: Making a Free School Work, in a Public System

      • Deb O’Rourke
      Pages 11-24

    4. Tracing Tensions in Humanization and Market-Based Ideals: Philadelphia Alternative Education in the Past and Present

      • Rhiannon M. Maton, T. Philip Nichols
      Pages 25-37

    5. Alternative Schooling and Black Students: Opportunities, Challenges, and Limitations

      • Carl E. James, Julia A. Samaroo
      Pages 39-54

    6. Reverberations of Neo-Liberal Policies: The Slow Dilution of Secondary Alternative Schooling in the Toronto District School Board

      • Louise Azzarello
      Pages 55-68

  4. Teaching

    1. Front Matter

      Pages 129-129
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    2. Learning to Teach and Becoming a Science Teacher at City School

      • Katherine Bellomo
      Pages 131-142

    3. New Beginnings

      • K. Omar
      Pages 143-151

    4. Notes on Big Ideas and Incremental Change

      • Liam Rodrigues
      Pages 153-164

  5. School Stories

    1. Front Matter

      Pages 165-165
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    2. Contact—An Alternative School for Working-Class and Racialized Students

      • Harry Smaller, Margaret Wells
      Pages 167-178

    3. Inglenook: A Cozy Place by the Fire

      • Robert Pritchard, Robert Rennick
      Pages 179-188

    4. The Name Unspoken: Wandering Spirit Survival School

      • Sharon Berg
      Pages 189-202
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Keywords

About this book

This book explores the unique phenomenon of public alternative schools in Toronto, Canada and other large urban areas.  Although schools of this kind have existed for more than a century, very little has been written about the alternative school movement. These alternatives focus more on child-centered instruction, give many students (and teachers) opportunities to organize the school differently, provide a greater voice for teachers, students, and parents, and engage students far more with experiential learning. When traditional school structures are failing to meet the needs of many children and youth, there is a rapidly growing need for information and discussion about alternatives that will encourage their talents and serve their needs. This book draws attention to the issue of alternative schooling to help make it more accessible to a wider audience.

Editors and Affiliations

  • Department of Leadership, Higher and Adult Education, Ontario Institute for Studies in Education, Toronto, Canada

    Nina Bascia

  • York University, Toronto, Canada

    Esther Sokolov Fine

  • Ontario Institute for Studies in Education, University of Toronto, Toronto, Canada

    Malcolm Levin

About the editors

Nina Bascia is Professor and Chair of the Department of Leadership, Higher and Adult Education at OISE, University of Toronto, Canada.


Esther Fine is Associate Professor in the Faculty of Education at York University, in Toronto, Canada.


Malcolm Levin is a retired professor of education and university administrator.

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