Reclaiming Freedom in Education examines the notion of ‘freedom’ within educational settings. Following an investigation of the new ‘Free Schools’ in the UK, it argues that this name is a misnomer, and instead explores the original free schools of the 1960s and 1970s, using these models as a lens through which to explore contemporary examples of radical schooling, notably those which describe themselves as democratic and/or progressive. By arguing that in radical educational contexts both ‘positive freedom’ and ‘negative freedom’ are apparent, and that the notion that ‘responsible freedom’ is more pertinent than that of ‘absolute freedom’, this book posits that freedom can be seen to operate in a number of ways including ‘freedom to be’, ‘freedom to think’, ‘freedom to choose’ and ‘freedom to self-govern’. The book: Describes how freedom can be used to inform educational structures, policies, pedagogies and practices across a range of settings Features illustrative case studies of radical free schools and alternative education spaces which have been underpinned by a commitment to freedom and to advancing social justice Critiques the current policy agenda to use ‘freedom’ to make education more competitive through claims that it correlates with higher test scores and academic success Considers some of the challenges for teachers, educators and students of offering and experiencing freedom in education, and argues that despite these, the case for advancing freedom is both urgent and compelling Creating discussions about the new meaning and role that ‘freedom’ can have in improving education, Reclaiming Freedom in Education is a practical contribution to educational activism, which will be a key point of reference for teachers, parents, researchers and students on undergraduate and postgraduate courses in Education Studies, Early Childhood Studies and doctorates.

The freedom of students to learn at university is being eroded by a performative culture that fails to respect their rights to engage and develop as autonomous adults. Instead, students are being restricted in how they learn, when they learn and what they learn by the so-called student engagement movement. Compulsory attendance registers, class contribution grading, group project work and reflective learning exercises based on expectations of self-disclosure and confession take little account of the rights of students or individual differences between them. This new hidden university curriculum is intolerant of students who may prefer to learn informally, are reticent, shy, or simply value their privacy. Three forms of student performativity have arisen - bodily, participative and emotional – which threaten the freedom to learn. Key themes include: A re-imagining of student academic freedom The democratic student experience Challenging assumptions of the student engagement movement An examination of university policies and practices Freedom to Learn offers a radically new perspective on academic freedom from a student rights standpoint. It analyzes the effects of performative expectations on students drawing on the distinction between negative and positive rights to re-frame student academic freedom. It argues that students need to be thought of as scholars with rights and that the phrase ‘student-centred’ learning needs to be reclaimed to reflect its original intention to allow students to develop as persons. Student rights – to non-indoctrination, reticence, in choosing how to learn, and in being treated like an adult – ought to be central to this process in fostering a democratic rather authoritarian culture of learning and teaching at university. Written for an international readership, this book will be of great interest to anyone involved in higher education, policy and practice drawing on a wide range of historical and contemporary literature related to sociology, philosophy and higher education studies.

This book is an appeal to those directly and indirectly involved in education reform to reconsider the very nature of education as a process of transformation and not, as the neoliberal corporate model insists upon, as a “product.” By using Paulo Freire’s fundamental principle of understanding “education as the practice of freedom,” and expanding upon it with bell hooks’ own spiritual understanding of that principle, this book offers readers the opportunity to rethink what education is, and what it is not. Utilizing the work of diverse thinkers and critics, the book lays out a criticism of neoliberalism’s profound influence on education reform and our culture generally. It reaffirms the political and ethical import of education for individuals and for our nation as a whole.

What is wrong with education? Why do educational reforms always miss their target? How can we create a better education system? And what can we learn from other countries? Reclaiming Education tackles the challenges facing education that really matter - hte ones that academics often ignore, parents demand solution to and politicians need to confront. Drawing on his global research, James Tooley shows that there is an alternative to poor quality and wasteful inefficiency in education, and that education can be radically transformed to guarantee freedom and higher standards. "Tooley radically challenges any complacency we may have about education in the 21st century." Sir Bob Salisbury "Tooley is an extremist: some of his ideas are outrageous!" Professor Geoffrey Walford, University of Oxford "This is truly a radical book. It should be read by everyone who thinks deeply about education." Sir Christopher Ball

Teachers of Color describes how racism serves as a continuous barrier against diversifying the teaching force and offers tools to support educators who identify as Black, Indigenous, or people of Color on both a systemic and interpersonal level. Based on in-depth interviews, digital narratives, and questionnaires, the book analyzes the toll of racism on their professional experiences and personal wellbeing, as well as their resistance and reimagination of schools. Teacher educator and educational researcher Rita Kohli documents the hostile racial climate that teachers of color experience over the course of their academic and professional lives--first as students and preservice teachers and later in their classrooms and schools. She also highlights the tools of resistance these teachers employ to challenge institutionalized oppression and the kinds of professional development and support they need to thrive. Analyzed through the lens of critical race theory, Teachers of Color exposes the ongoing racialization via counter-stories from thirty racially, geographically, and professionally diverse educators. The book concludes with recommendations that various education stakeholders can employ to improve the racial climates of schools and support the growing diversity of the teaching force. At this critical moment, Kohli offers readers an opportunity to strengthen their racial literacies and better understand the strengths, struggles, and power of teachers of color.

Now a National Bestseller! From coronavirus lockdowns to critical race theory in the classroom, it has become crystal clear that America’s schools aren’t working for America’s students and parents. No one knows this better than Betsy DeVos. Long before she was tapped by President Trump to serve as secretary of education, DeVos established herself as one of the country’s most influential advocates for education reform, from school choice and charter schools to protecting free speech on campus. She’s unflinching in standing up to the powerful interests who control and benefit from the status quo in education – which is why the unions, the media, and the radical left made her public enemy number one. Now, DeVos is ready to tell her side of the story after years of being vilified by the radical left for championing common-sense, conservative reforms in America’s schools. In Hostages No More, DeVos unleashes her candid thoughts about working in the Trump administration, recounts her battles over the decades to put students first, hits back at “woke” curricula in our schools, and details the reforms America must pursue to fix its long and badly broken education system. And she has stories to tell: DeVos offers blunt insights on the people and politics that stand in the way of fixing our schools. For students, families and concerned citizens, DeVos shares a roadmap for reclaiming education and securing the futures of our kids – and America.