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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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Conclusion: geographies of alternative education and the value of autonomous learning spaces

Conclusion: geographies of alternative education and the value of autonomous learning spaces

Chapter:
(p.235) Nine Conclusion: geographies of alternative education and the value of autonomous learning spaces
Source:
Geographies of alternative education
Author(s):

Peter Kraftl

Publisher:
Policy Press
DOI:10.1332/policypress/9781447300496.003.0009

This chapter summarises the key arguments of the book, focusing upon mess, feeling, habit, love, life-itself and autonomy. Broadly, the chapter posits a theory of more-than-social, collaborative autonomy that is not all-encompassing, but which provides a nuanced way in which to critically interrogate both mainstream and alternative learning spaces. Critically, it places these theoretical developments within the context of contemporary policy and practice. It outlines a series of implications for educators, policy-makers and others working with young people (in both mainstream and alternative settings). It reflects on recent developments in the UK and elsewhere – in particular, the ever-intensifying overlaps between mainstream and alternative learning spaces. It also asks readers to think critically about the potential uses and abuses of (for instance) habit in education.

Keywords:   Education policy, Practitioner implications, Autonomy, Contemporary educational trends

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