Special Issue Intro.: Free Alternative Schools in Germany

Authors

  • Robert Hamm Sligo School Project

Keywords:

Educational alternatives, progressive education, alternative education, difference, educational theory, educational philosophy, home education, education policy

Abstract

This is the first special issue of Other Education. Its topical focus is on the Free Alternative Schools in Germany. Despite their often quite experimental character there is relatively little research done on or with the Free Alternative Schools (FAS), either in Germany, or elsewhere. When the topical focus for this special issue was decided, it was intended to raise awareness internationally of the existence of the Free Alternative Schools. Myself and the participants in this special issue consider that the history of FAS, their current practice and also the contradictions and tensions that are inherent in their existence, provide a rich field for educational research.

...

References

Althans, B. & Göhlich, M. (2004). Rituelles Wissen und organisatorisches Lernen. Zeitschrift für Erziehungswissenschaft. Beiheft 2-04. Wiesbaden: VS-Verlag. 206–222.

Bell, C. (1992). Ritual theory, ritual practice. Oxford: Oxford University Press.

Griffiths, M. & Tann, S. (1992). Using reflective practice to link personal and public theories. Journal of Education for Teaching, 18, 69–84.

Hamm, R. (2014). Negotiating legitimacy: Rituals and reflection in school. Sligo: Author.

Scholz, G. (1996). Kinder lernen von Kindern. Baltmannsweiler: Schneider Verlag, Hohengehren.

von Hentig, H. (1985). Wie frei sind freie Schulen? Stuttgart: Klett-Cotta.

Downloads

Published

2015-07-31

Issue

Vol. 4 No. 2 (2015)

Section

Editorial

License


Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License of their choice (usually CCBY 3.0 unported, but determined at the proofing stage by consultation with the Editor - readers looking for copyright permissions are required to do this on a case by case basis) that allows others to share the work in some way with an acknowledgement of the work's authorship and initial publication in this journal. We appreciate authors placing a link to the Other Education site wherever they choose to offer a PDF download to the original OE article.