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Geographies of alternative educationDiverse learning spaces for children and young people$
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Peter Kraftl

Print publication date: 2013

Print ISBN-13: 9781447300496

Published to Policy Press Scholarship Online: January 2014

DOI: 10.1332/policypress/9781447300496.001.0001

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Connection/disconnection: positioning alternative learning spaces

Connection/disconnection: positioning alternative learning spaces

Chapter:
(p.89) Four Connection/disconnection: positioning alternative learning spaces
Source:
Geographies of alternative education
Author(s):

Peter Kraftl

Publisher:
Policy Press
DOI:10.1332/policypress/9781447300496.003.0004

This chapter builds on and extends previous definitions of ‘alternative education’. By drawing directly upon the views of educators and learners involved in alternative learning spaces, a key spatial frame of reference is introduced: connection/disconnection. The chapter considers diverse ways which organisations and individuals position themselves in respect of the mainstream: from how alternative educators ‘distance’ themselves from the mainstream schools, to how they try to relate to local communities and policy-makers. The positioning of ‘alternative’ learning spaces is often multiple and shifting, incorporating many kinds of connection and disconnection. The chapter concludes by arguing that it is sensible to understand these multiple forms of connection and disconnection as the first of several versions of autonomy that, as suggested throughout the book, should be an important way to theorise the geographies of alternative education.

Keywords:   Alternative education – definitions, Autonomy, Connection/disconnection, Mainstream education – critiques, Teacher training, Local authorities, Local community, Funding, Alternative education networks

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