AERO-gramme #25 The Magazine of the Alternative Education Resource Organization 417 Roslyn Rd., Roslyn Heights, NY 11577 ISSN # 10679219 phone: 516-621-2195 or 800-769-4171 fax: 516-625-3257 e-mail: jmintz@igc.apc.org Web site: http://www.edrev.org Autumn 1998
See CHANGING SCHOOLS, section
IDEC in Ukraine: Maybe the Best Ever It was supposed to be impossible to have a democratic education conference in the country of Ukraine. They said that people wouldn't come; that they'd be afraid of radiation and crime. Nevertheless, the Stork Family School, a parent cooperative in Vinnitsa, hosted the 6th Annual International Democratic Education Conference from July 8 to 15. The results were stunning, dramatic, and profound for everyone who came. I always had confidence that the Stork School would put on a wonderful conference, but they far exceeded my expectations. We were all overwhelmed.
The obstacles to overcome in creating this conference were very significant. Unlike other European countries, everyone had to obtain a visa who came from the west. Some people didn't make it. Although the Democratic School of Hadera brought seven people, their sister school, the Hope Flower School in the West Bank City of Bethlehem, was not allowed to send it's two representatives. The Ukraine consulate would not give them a visa. Two people from the Seedling School in Taiwan who wanted to attend were not given visas because Taiwan does not have diplomatic relations with the Ukraine. One Russian boy who has been living in the US for five years was not able to get a travel visa from the Immigration and Naturalization Service until a day after the trip left and was not able to attend.
The seven of us who arrived in Kiev and took the train to Vinnitsa did not know what to expect from the opening day ceremonies. I looked at the large hall across from our hotel where the opening was going to be and were concerned that we'd be embarrassed by a turnout of 50 or 75 people in the large hall. As the hall filled up on opening day of the conference it was clear that our concerns were ill founded. The hall was filled to overflowing with more than 400 people and perhaps 75 people involved in the opening ceremonies with performances of a variety of folk-dance troupes, classical music and later on, presentations by the schools themselves that included original pieces that were written just for the opening day. In the end there were 9 countries represented with 35 schools. Two significant aspects of opening day were the presence of a number of teachers, principals and superintendents of schools from the area surrounding Vinnitsa who had been invited to the ceremonies. Some schools were so impressed with what they saw that they went back to their communities and gathered up students to come back and participate in the conference.
A Soros Foundation grant of $18,000 paid all the costs for the hotel for those who came from distant areas and all the food for the participants. It also purchased a copy machine, a modem for a computer and a VCR to be used for the conference and then afterwards for the Stork Family School. At the end of the opening ceremonies, I and Oleg Belin, coordinator of the conference form the Stork School, were interviewed by Ukraine television. After the interview, the woman around whom the Stork School was originally built and who continues to teach at the school (and who never wanted to be an administrator), came over to greet me with tears in her eyes. She said that had it not been for AERO's help and contributions AERO had solicited from the Edwards Foundation, she didn't think that the Stork School would still exist.
One of the student who came with the American group was Dimitri Klyuy. He had been a student at the Stork School in the first grade, when his family emigrated to the United States. He returned as a 13-year old and served as a very important and symbolic link.
On the second day of the conference, I was asked by the Stork School to demonstrate the democratic process to a group of some students from several countries. Although the teachers, parents and students have a close working relationship at Stork School, they have not operated as a democracy and wanted to understand how it worked. As a result of that workshop, the teachers and students asked me to lead the plenum of the IDEC in a democratic process. This was done for several days until a student took over the leadership of the meeting.
If there was a problem that could be cited with this conference, it would only be that it was so packed with activities, excursions, workshops, exhibits, competitions, crafts, and other events that there was hardly time for sleep. There was almost negative time. I never found the time in any of the days of the conference to even tape notes on the day's activities. For example, one evening a group of people stayed up till 2:00 in the morning, hammering out a proposal supporting democratic education to be presented to the plenum the next day. Every evening there were long, large organizational meetings. There were side trips that went on a tour of the Tchaikovsky home, around Vinnitsa to discuss its history, etc. There was even a table tennis competition which culminated in a final between me and one of the Stork School students. I lost the final game, 25-23 in overtime, the first time I've lost a tournament at an alternative school conference. But I didn't mind too much because, the Stork table tennis program grew directly out of the experience I had with them at the 1991 conference where I first met them in the Crimea. That was the First New School's Festival of the Soviet Union. It was held in the last days of the Soviet Union. Many strong friendships were established at that conference and the Stork School took me in as part of their family when they discovered that my grandmother was born in Kharkov in the Ukraine. From then on they considered me their "New York Ukrainian." It was also at that conference that I discovered the Eureka Free University. They invited me to three of their subsequent teacher training conferences. Those contacts in the Crimea have led to many exchanges. One example is the International Student Alliance Camp in California (see related story).
Participants came to the conference from Israel, England, Germany, Japan, New Zealand, the US, Bulgaria, Russia, and Ukraine. The largest group was 19 students from Key School, "Klutch" in Russian, from Moscow. Alexander Tubelsky, principal of the School of Self-Determination brought 12 students from his school, a public democratic school of 1200 students. Pat Edwards of the Tamariki School in New Zealand, along with one of her co-teachers, came the longest distance. The American group included Jesse Mumm of the Pedro Albizu Campos School in Chicago. He came representing the National Coalition of Alternative Community Schools. He arrived late, not having realized that he needed a visa to come to the Ukraine. He attended the last two days of the conference, making a presentation about his school.
One of the statements which was passed by the IDEC meeting concerned the fact that various Ukrainian governmental bodies actually take an incredible 85% of the school's tuition in taxes! As a result, the following was passed at the official IDEC meeting:
"The school which is hosting this conference is suffering under the burden of heavy taxes which take most of their funds. We deplore this confiscatory taxing of school funds which robs children of educational opportunities by threatening the existence of their schools. We call upon the legislative and other governmental bodies involved to relieve this and other non-state, non-profit schools of these taxes."
The overall thrust of the IDEC is to encourage schools everywhere to empower students, parents and teachers to design and control their own education
At the conference members the student caucus made the following statements about the ideal of democratic education:
"Students and teacher' rights are equal and their relationships based on mutual trust. Students are full participants in the regulation of school life. They are free to choose both their teachers and their course of study, as well as having a voice in all other areas of school life. In all matters everyone's opinion is taken into consideration."
The United States contingent also included Merrilee Santoro, a thirteen year old homeschooler from upstate New York, Angela Sevin, a founder and staff member at a small democratic school called Diablo Valley, in California, Avery Larned, from the Community School, in Maine, Fred Bay, Executive Director of the Josephine Bay Paul and C. Michael Paul Foundation, and Bay's daughter Meredith, 13, who has homeschooled.
After the conference and some tearful goodbyes, the American group spent the last two days touring Kiev. One day they had a meeting at the Soros Foundation offices with Anatolii Oleksienko. They spoke about a proposal to have the Stork School become a training center for democratic education. At the IDEC meeting, people agreed to establish an IDEC listserve and a presence on the AERO website. Plans are underway to set up next year's IDEC conference. The committee is leaning toward an eastern European site so that the new Russian and Ukranian members will be able to participate. For more information on IDEC, contact the AERO office. Also, contact AERO for videos of the IDEC, a list of presentations, and information on the IDEC list-serve which is planning the next conference.
Sidebar: Moshem, a teacher from the Democratic School of Hadera in Israel, left the phone number of the hotel for his wife to call; however, he got one of the digits wrong. When his wife called, he reached an old Jewish woman in Vinnitsa who had taught herself an old form of Hebrew and who had been translating important Russian works into Hebrew. She was very excited to have a conversation with someone in Israel speaking Hebrew. When she was told about the conference, she decided to go and meet Moshem. They subsequently talked excitedly about other translations from Russian into Hebrew.
Sidebar: Dima Klyuy spent a lot of time with his aunt, his father's sister, who is still living in Vinnitsa. He brought her a bag of things from the United States and he brought back with him some of his father's favorite books and family slides. He took a trip one day with her to the family farm out in the country. Dima also chaired the student democratic meeting and intends to look into fundraising to help students who can't afford to go to the next IDEC conference. Ron Miller (author ofWhat are Schools For?) provided scholarship money for two students to attend this year's conference.
Stork and Other Schools in Great Need of Help
Not only is the Stork School in dire straights, but several other schools are also in urgent need of help. Donations to the Stork Family School of others below can also be made through AERO. Here are some other situations:
From Katherina Makarova and the Moscow International Film School: Many things happened since our last meeting. We were taken unawares by the financial crisis in Russia. Two of our groups had problems with food and accomodation in UK and Sweden because their VISA Cards in were frozen by Russian banks. After coming home the situation became worse. The situation in Russia is still critical: the dollar rate and the prices rose up 4 times for two days. Salaries that weren't big before now become less than $10-15 per month. Most of the Russian and foreign commercial companies make staff reduction. Some of the foreign representatives suspend all activities. All members of our Charity Committee both Russian and foreign supporters of the school stopped doing this forever or suspended their payments for the unsure time. The little amount that we scratch up is frozen on the account, because most of banks suspend all operations. In fact this crisis and the government police threatening to the existence of such school as ours. We can't take payment from the students even if the situation force us. It makes the education in our school exclusive and inaccessible for most of the parents and destroys the democratic principle of equal potentials which is in the basis of our School. School now is desperately in need of any possible financial help only for surviving (materials, food, salaries). Preparing for the chance of instability in Russia, three of school stuff members opened an account in Austrian bank. It is the only way now to save the donations from the crisis. It is: DIE ERSTE OSTERREICHISCHE SPAR-CASSE-BANK Adress: Mariahilfer Starsse 69, 1060 Wien, Austria Account number: 2809-89571 Name: M.I.F.S. or Serguei Gratchev BLZ (BIC)20111 to find out more please conract the bank officer at: tel. +43 1 587-3700 fax.+ 43 1 408-9922
We still hope fore the best and fighting with the difficulties as are some other alternative schools in the world.
Hussein Ibrahim Issad is the director of the Hope Flower School in Bethlehem, the West Bank, Israel. He was denied a visa to go to the IDEC by the Ukraine consulate. In a newsletter he says that "the school is experiencing tremendous financial difficulties. please help us carry on our work so that Palestinians and Israelis learn to live together in peace. Contributions can be sent by registered mail to the Hope Flowers school, PO Box 732, Bethlehem, west Bank, via Israel, or to the bank account Hope Flowers School, AC 118451, Mercantile Discount Bank, Bethlehem, West Bank, via Israel.
Istvan a teacher at the Rogers Person Centered School in Budapest tells us they only have funds for about two months rent: As the school during the summer was not able to find a suitable building, we had to sign a new contract with the owner of the former place. It's clear for us that we won't be able to pay the whole rent (around ten million forints) (about $40,000). We decided that if we find a suitable place e.g. in November the school will leave the former place without paying the rest of the rent which was included in the contract. That's not a nice but inevitable.
Student International Alliance Camp A week after returning from Ukraine, I went to to Marin County, north of San Francisco, to work with Russell and Peggy Tunder at the Student International Leadership Project Camp. I helped them with democratic process at the first camp three years ago, and they had asked me to do the same this year at camp with Russian, Chinese and American students. The students ranged from 11 to 19 years old. The Chinese group came without a translator or adult supervisor. The translation was done by a 16 year old from the American group who grew up in China. There were great cultural presentations by each group, visits from UN representatives, trips to San Francisco, just to name a few events. here are some comments made by e mail to an AERO reader by three of the students:
We have all come here for one reason, that we all know that we are the future of our society. And only by knowing each other will we be able to achieve our mutual dream of living on a planet where we are no longer seperated by our differences.---Alejandro M. Astrawinata
I am a sixteen year old American student here origianlly from China, translating for the Chinese students, and trying to bridge the different cultures together. I realize that we really don't have that many differences. Through common games and activities we have formed a bond and trust that we will remember much better than vague talks. The Chinese students are getting a first-hand look at the democratic process, since every morning we have these meetings to decide little things and important things democratically. I really appreciate this chance we have to meet these people that we usually only know through watching from a distant television or hearing about them. ---Claudia Sun
My name is Anna. I'm from Austria where I grew up in a homeschooling family. In Austria I worked with kids, teaching ceramics,teaching Turkish as a second language, and helping with group process. I'm twenty years old. I live in San Francisco now, and I'mhelping out here at the International Student Alliance camp.
In a note to AERO after the camp Russell wrote, " Your work organizing and leading the democratic process was pivotal in setting the tone for personal responsibility, group participation and conflict-resolution in the executing of our program agenda. and your table tennis instruction and tournament was another excellent vehicle for cross-cultural interaction and remained a constant topic of discussion and playfulness among the whole student body...We are very grateful for your untiring support for us and the process and for your warm friendship during those intense two weeks."
I thank Russell and Peggy for those kind words. There will be another camp next summer, and a video made by the students will soon be completed. Contact AERO for details.
Letter From Nat Needle in Japan Dear Jerry,
Greetings from Kyoto, Japan. Thank you for that wonderful AERO-GRAMME #24, which I devoured cover-to-cover (after reading it, of course). The other day I picked up an English-language newspaper, and I noticed that President Clinton had given a speech to group of Hispanic students (in New Orleans, if I'm not mistaken). Encouraging them to work hard in school, he said, "The 21st century will be ruthless." He meant that in a global economy, in which everyone in the world competes against everyone else for material security and sheer survival, only those who succeed in school will win: all others will lose. Comments like "The 21st century will be ruthless" are always made, it seems, with the tone of inevitabilty usually reserved for natural phenomena: "The eclipse will occur at 2:25 pm", or "California had better be ready for the next big earthquake."
I believe Mr. Clinton means well; he wants those Hispanic kids to be winners instead of losers. Nonetheless, let's not forget that if the 21st century becomes the story of human beings around the world pitted against one another in a struggle for well-being, even survival, this will only be because we failed to imagine something better and insist on it for ourselves and our children.
In thinking about the 21st century, I'd like to hope that the most important debate will be between two different ideas about human development. On the one hand, we have the view which seems to underlie mainstream thinking today: that people develop primarily through the victory of the strong over the weak, in which the weak are eliminated, and in which the victors deserve our adulation for setting the pace for the rest of us. On the other hand, there is the view, which is at the root of all the great wisdom traditions, that the strongest are those who devote themselves to strengthening the weak, to keeping the whole community afloat, to plowing their gifts back into the common field through service to others.
Certainly competition among relative equals can be a useful and even exhilarating way to hone abilities and set higher standards for ourselves. Without a larger context of mutual aid which leaves no one out, however, neither the strong nor the weak can bring out their ultimate best. Clinton, with his threat of ruthlessness, wants to convince students that the 21st century will not be kind to the lazy. Yet it is possible that most people grow lazy, not because they can rely on help from others, but because they hate being stacked up against others.
I don't care to motivate my children by telling them that they will have to be strong to survive the ruthless competition. I'd rather tell them that the world needs their wisdom, their talents, and their kindness, so much so that the possibilities for a life of service are without limits of any kind. I'd like to share with them the open secret that this is the path to receiving what one needs in this lifetime, and to becoming truly strong.
If they have this kind of motivation, then, if succeeding in conventional school is what they want to do, more power to them, so to speak. Perhaps it's too easy for winners of the educational contest, like myself, to talk about abandoning it. (Perhaps if you're a poor Hispanic kid in New Orleans, it's the only game in town.) All the more reason, though, to blaze alternative pathways to adulthood in which not only my own kids, but kids like those Bill Clinton spoke to, could deal head-on with the problem of making a dignified living in this world without forgetting that each of us is only as strong as the weakest of us.
When I return to the US in the spring of 2000, I'd like to start such an "alternative to school", drawing on both my Buddhist background and my experience in democratic education. Meanwhile, I'm trying to do a little writing about Buddhism and alternative education. If anyone has any ideas on this subject, or any interest in my practical project, please get in touch!
Mail: Nat Needle, 8 Shokaku-cho, Fukakusa, Fushimi-ku, Kyoto 612-0801 JAPAN Phone/Fax: 011-81-75-531-0477 Email: needle@mbox.kyoto-inet.or.jp
AERO Now Operates Two National Radio Shows; CEO America New Sponsor
For the last month AERO has had two weekly radio shows. The first, on the Talk America Network, is now on every week on Saturday at 6 PM EST. This is our best time slot yet. It goes to 45 stations around the country and on the Internet on realaudio.com, or at talkamerica.com. The new show is on the Cable Radio Network. It is on every Tuesday at 11 PM EST. It goes to 13 million cable TV sets, and channels which ordinarily have music in the background. This incudes 90% of the cable companies in California, which airs the show at 8 PM PST. We are still looking for more advertisers to go along with our current ones: Clonlara home Based Education Program, Antioch College, Goddard College, and the Consortium of Innovative Boarding Schools, which includes Arthur Morgan School, Horizons School, The Meeting school, Maple Hill School, , Summerhill School, and Stone Soup School. You could also ask your local talk station to carry the Talk America show, or your cable station to carry the CRN show. There is no cost to them.
CEO America has become an advertiser on both of our radio shows. CEO AMERICA serves as a national clearinghouse of information for privately funded voucher programs and citizen grassroots educational organizations. Its mission is to coordinate the expansion and replication of privately funded voucher programs designed to provide low-income children with greater educational opportunities and promote the public policy debate on school choice through educational activities. Some of its services include, Administrative Training, Programmatic Consulting, Technical Support Financial Assistance (when moneys are available), Scholarship Assistance, Citizen Awareness, Minority Outreach, Education and Research. It has programs operating in 41 cities and plans to launch new grassroots organizations around the country. There are over 12,000 children currently utilizing opportunity scholarships. There have been over 40,000 individual opportunity scholarships awarded to date with over 45,000 children waiting to utilize opportunity scholarships. Over $50 Million has been invested to date. Fritz S. Steiger is President of CEO America. P.O. Box 330, Bentonville, AR 72712-1543 - (501) 273-6957 - ceoamerica@ceoamerica.org, www.ceoamerica.org
NYHEN: New York Home Educators Network Attended by New AERO Staff By Michelle Senzon
My name is Michelle Senzon. I'm the new Director of Information and Research at AERO. I graduated from Prescott College in December 1997, with a degree in Alternative Education and Creative Expression. My studies focused on creating community around excellent education, home schooling and life long learning. It is a perfect fit for my work at AERO. .My work includes fielding incoming phone calls, doing consultations, and research, along with representing AERO at regional and national alternative education happenings.
While Jerry was at the Modern School Reunion on September 19, I attended the second meeting of the developing group called NYHEN, New York Home Educators Network, along with Mary Addams, a homeschool parent and AERO Internet consultant. We met in Utica New York at the Shawangunk Nature preserve. The beauty and wildness of the preserve were a perfect setting for the individuals from many homeschooling groups from around the region to come together to form NYHEN. Most of the state except for New York City and the far western part of the state were accounted for.
The group's purpose is to “support the freedom of families to educate their children at home; to improve connections and communications between home educating families; to advocate for freedom from restrictions and or increased opportunities for home education families; and to increase public awareness, acceptance and support of home education.”
NYHEN hopes to have a unified front in regard to legislation, providing information, and becoming a proactive force in the homeschooling movement. It also wishes to address many regional homeschooling issues. It has created a newsletter, formed a steering committee, created a website found at Parenting2000.com/NYHEN, and is organizing itself into an accessible resource for NY state. The next meeting is some time in early April. For more information please contact Anne Hodge at chez-hodge@juno.com
Mail and Communications Edited by Carol Morley The School of Living , of which AERO is a part, had a retreat to celebrate is 65 years of existance and to talk about its future. There were about 25 particpants in the weekend event, held at Heathcote Community, in Freeland, MD. The School of Living holds Heathcote's land in trust, as it does for several other communities. SOL publishes a newsletter, The Green Revolution. Ordering information is in the back of this issue. AERO readers get a 33% discount for SOL membership. We did a radio show on SOL and intentional communities while we were there. It can be ordered from AERO for $5 plus $2 postage.
We just got a great note from Renaissance School, the one where AERO did the consultation job on democratic process (see AERO-gramme #24). Director Mari-Jean Melissa said that she needs a good source of teachers with alternative education backgrounds, and thought that a lot of other schools might need this also. She also said, "The 5,6,7 year olds asked to interview their new teacher, then voted on her. I'm sure it started with the democratic process you all taught them. The Explorer group (through 5th grade) is running their side almost exclusively by council meeting. Thanks!"
Efforts are underway to establish the "first ever self-education foundation" by William Upski Wimsatt. The premise of this foundation is two-fold: that people don't necessarily need school to learn what they need to know in life, and that more people should be allowed opportunities to educate themselves. There are many areas of development of this endeavor for which Bill requests suggestions, assistance, and proposals. Please contact him at 5484 S. Everett Ave., Chicago, IL 60615.
The Modern School had its 26th Annual Reunion on September 19, 1998 at Rutgers University, in New Jersey. Dan Choderkoff, co-founder of the Institute for Social Ecology was the main speaker. Paul Avrich spoke about Abe Bluestein and Bob Helms spoke about Hippolyte Havel. Peter Ford talked about the resurgence of young anarchists who have founded the Atlantic Anarchist Circle. Chris Mercogliano of Albany's Free School talked about his new book, Making it up as we Go along. Jerry Mintz reminded the group that, although 104 year old Alffed Levitt wasn't able to attend this reunion, he still would like Modern School alumni to strongly consider his suggestion to create a new Modern School in New York City. A videotape of the Reunion is available from AERO for $25. AERO is selling Chris's book for $15 plus postage (see order form).
Sienna Baskin, sbaskin @uua53.uua.org I found out about your website and it is wonderful! I am a student at Hampshire College and am currently on leave working for the Unitarian Universalist Association, with the youth movement called YRUUers, fostering free spirits and minds. Many of these teenagers end up going to regular old colleges and being greatly disappointed by their decision. I want to show them the variety of what is out there in alternative higher education. I am working on putting together a resource for graduating YRUUers that directs them to the many opportunities after high school that may be more in line with our principles, and gives them perspectives of old YRUUers who have experienced these alternatives. How do you suggest I go about such an endeavor? How can I get in touch with the students at these institutions? Any suggestions would be greatly appreciated. 25 Beacon St., Boston, MA 02108.
Emanuel Pariser writes: "The Community School held its 25th year anniversary reunion celebration in Camden in August. We honored local people who have volunteered and helped out over the years, we had slide shows from terms 1 -50, musical performances by graduates and their bands, rode the chair lift to the top of the Snow Bowl, where the festivities were held, and had a lobster bake, a logbook, a bonfire and a final closing circle. Over a hundred former students, staff, relatives, parents and friends came, making the event a joyous and meaningful celebration."
The Shaker Mountain School's 30-year reunion was a great get-together, well organized, and we couldn't have had better weather. We had a traditional SMS meeting and discussed the use we've been making of funds that have come from interest on the sale of the building which we originally got donated from Exxon. Most of these funds have gone to support the Alternative Education Resource Organization. Funds must go toward a project by former Shaker Mountain School staff or students which supports democratic education. With so many children of Shaker Mountain students enjoying the event, we also decided to have a Shaker Mountain picnic every summer.
This year Geocommons International Communities Semester will travel to India, France, and Israel to work with community members in schools, farms, kitchens, and alternative technology projects. Participants will gain skills and inspiration for developing sustainable career directions, practice sustainable, mindful living, and explore sense of place, cross-cultural & world development issues, ecological literacy, community dynamics. For more information of these programs, contact Gaia Education Outreach Institute, Derbyshire Farm, Temple, NH 03084. Tel: 603-654-6705. E-mail: geo @ ic.org.
Endicott College and the Institute for Educational Studies have introduced a new approach to graduate learning. Students enroll for 18 months and, except for two ten day residential meetings, attend interactive and collaborative dialogue via the Internet. A fully accredited M.Ed program, concentrating in Integrative Learning, entrance dates are January and July. Philip Snow Gang is the director. www.tmn.com/ties/, 8115 MaCormack Ave, Oakland, CA 94605, 510 638-2300.
According to an article in Rethinking Schools, filtering programs that block Internet sites from children block access to thousands of websites do so using the most cursory of checks, often based on a simple key word. This often results in blocking legitimate educational material, such as sites about HIV, NOW, the Holocaust, Islam, and gay rights, while allowing possibly objectionable material. Rethinking Schools editor Barbara Miner recommends educating schools and libraries to teach children to use the Internet safely and responsibly. 1001 E. Keefe Ave., Milwaukee, WI 53212.
I*EARN (International Education and Resource Network) is extending telecommunications and use of the Internet to youth who may not be enrolled in schools and for whom accessing the Internet may depend on non-profit organizations serving their interests. It offers forums for interaction and sharing to integrate homeless, runaway, orphaned, immigrant, disabled, and adjudicated youth into global on-line project work. I*EARN is working with Covenant House, the Fourth World Movement, and church groups on this initiative. There will be special workshops for educators, staff members and young people and on-line help in making connections and doing collaborative project work. For more information on this program, contact them at 475 Riverside Drive, Suite 540, New York, NY 10115. Tel: 212-870-2693. E-mail: www. iearn.org.
In 1996, a publication called The Inkwell was started as a forum for young authors to publish their short stories, essays, poetry, and art. It is offered as an alternative to currently available teen literary magazines, which tend to be more school-oriented. The magazine is published quarterly and accepts submissions from writers between the ages of 12 and 19. Write to Inkwell, c/o Dori Griffin, 920 Kennington Hills Dr., Hixson, TN 37343.
Fairhaven Construction Complete; School Opens Tomorrow: -Joe Jackson (shoeless@erols.com): On behalf of the Fairhaven School community, I am pleased to announce that as of this afternoon, the Fairhaven School in Upper Marlboro, MD passed its final inspection, obtained a certificate of occupancy, and will open its doors tomorrow to 34 students ages of 4 to 17 as Maryland's first Sudbury Model School. The Fairhaven School project is a culmination of years of planning, more than a year of exhaustive fundraising and P.R., and four months of furious and backbreaking work at our beautiful site in Upper Marlboro. Box 184, Davidsonville, MD 21035.
The National Education Service publishes a journal called Reaching Today's Youth, which is research-based, provides practical applications of positive approaches for reaching children and youth, and provides "strategies that recognize the inherent worth of all young people. It is published quarterly and welcomes original contributions that focus on these themes. Volume 2 Issue 3 focused on "Kids of Survival: Real-Life Lessons in Resilience" and featured stories of survival and lessons learned, fostering environments of resilience, and teaching what matters. For more information, contact RTY at 1252 Loesch Rd., Bloomington, IN 47404.
Gordon F. Vars, editor of The Core Teacher commented on the book Curriculum Design 1928 1998: After Fifty Years We Still Don't Have it Right by Ellis & Stuen in the Summer 1998 issue. Vars notes that, overall, the book is "out of touch with current theory, research, and practice of curriculum integration." The authors take the position that themes should be "selected by teachers and not by students," justifying this position on the basis of teacher interest in the topic and the teacher's responsibility to select "what knowledge is of most worth for the young." "Student choice is limited to 'finding themselves' in whatever content the teacher(s) have chosen. Most amazingly, they assert' this is the strategic balance between anarchy and authoritarianism in a course of study. It is called democracy." The Core Teacher, NACC, 1640 Franklin Ave., Suite #104, Kent, OH 44240-4324.
Public Alternatives Bob Farrace is the Editor of High School Magazine, for Principals, Assistant Principals and all High School Leaders, published by the National Association of Secondary School Principals. When they decided to do an issue on alternative education (October 1998), he asked AERO for help. We provided him with the names of some of the leaders in the field, and he chose to feature articles by Mary Ann Raywid, Tom Williams, Joe Nathan and several others. He also printed two short pieces written by Jerry Mintz, about alternatives in other countries and homeschool resource centers. Articles were about the history of the movement, technology, homeschooling, schools within schools, charter schools, etc. 1904 Association Drive, Reston, VA20191, 703 860-0200
State takeovers of schools have historically been done for reasons concerning fiscal crises and involved a straightforward process of removing corrupt officials. Now, takeovers are occurring because poor performing schools are "dramatically, persistently" failing their students, according to WestEd, which published a paper entitled Can State Intervention Spur Academic Turnaround? The question of why schools fail and who is responsible is very complex, involving "organizational behavior, community dysfunction, human psychology, legal precedents and larger, contextual problems of race, class and urban neglect." This paper examines these issues and how states are addressing them. WestEd, 730 Harrison St., San Francisco, CA 94107-1242.
John Ivens, john paul guano26@ hotmail.com: Was just reading through the most recent issue of AEROGRAMME and just HAD to write. Yer publication is always a damned good read. I am so happy I found you's guys. Anyway, I had to let you know that I have found a job. You helped by putting a blurb about me in the last few issues in your "Teachers looking for Jobs in Alternative Schools". A few offers of job openings came out of that, but I landed a job running a brand new school-within-a-school. It's is a public charter school with just 9 students. We received a charter grant from the Wisconsin DPI (a la the Fed Gov't) to plan and start up the school. I guess we are shooting for next semester, but it will more likely be next year before we add more students and a couple more teachers. On a separate note, I thought your words on the recent (public) school shootings (p. 21-22) was right on. Keep up the awesome work. Monona Grove Alternative School, 4400 Monona Drive, Monona, Wisconsin 53716 Tel: 608-221-7666.
A recent report has found that charter schools, on the whole, have improved student performance on standardized tests and applied performance measures. The report, Making a Difference? Charter Schools, Evaluation and Student Performance, by Stella Cheung, Joe Nathan, and Mary Ellen Murphy looked at 31 charter schools in 8 states. More information about this study is available from Center for School Change, 301 19th Ave South, University of Minnesota, Minneapolis, MN 55455.
The Massachusetts charter school movement was given $500,000 via anonymous donors. The grant will give certain charters the opportunity to receive a $50,000 matching grant. The schools, including Commonwealth and Horace Mann charter schools, have until December 1 to raise the matching funds. This story was published in the Charter School Newsletter, Pioneer Institute for Public Policy Research, 85 Devonshire St., 8th Floor, Boston, MA 02109.
Richard Milburn Academy, a "second chance" school for students who have been unsuccessful in traditional classroom settings has been approved to establish four charter schools in Texas. The Academy will recruit students who have dropped out or are at-risk of dropping out of high school. The school, established by Richard Milburn High School, will open this fall with 100 students at each location. Richard Milburn currently works with 43 public school districts in Florida, Illinois, Indiana, Massachusetts, New Hampshire, North Carolina, Virginia, and the District of Columbia. The school offers smaller classrooms, lower pupil-to-teacher ratios, qualified faculty and consistent counseling and tutorial sessions. For more information, contact Rosica Mulhern & Associates, Inc., 615 Franklin Tpk., Ste. 1, Ridgewood, NJ 07450-1929. Tel: 201-445-7606. Fax: 201-444-2048.
The Center of Education Policy states in Public Schools and Citizenship that schools have traditionally prepared students to be good citizens in four ways: teaching the role of the US government; upholding civic values; teaching civic skills for effective participation in a representative democracy; promoting tolerance and respect for diversity and different points of view. Regarding teaching skills for democracy, the article says, "Educated citizens have many important responsibilities in a representative democracy. They select able leaders, understand the issues upon which they will vote, act as a check on the potential excesses of the government, recognize corruption in leaders and take appropriate action, and are not swayed by those who would undermine our democracy." The article goes on to say that teachers can demonstrate participatory democracy by having students vote on classroom issues, lead discussions, and work in teams. CEP, 1001 Connecticut Ave., NW, Suite 619, Washington, DC 20036. Tel: 202-822-8065. Fax: 202-822-6008. E-mail: ctredpol @ ctredpol.org.
A study conducted by Pioneer Institute's Massachusetts Charter School Resource Center reports that teachers find it easier to participate in decision-making at charter schools than at other schools. Further, the study revels, that teachers cite as the most common reason for seeking a job in a charter school is the school's mission and educational philosophy. "Overall, the study paints a picture of charter school teachers who are active stakeholders in their schools." For a copy of the complete report, contact the Center at 85 Devonshire St., Boston, MA 02109. Tel: 617-723-2277. Fax: 617-723-1880. E-mail: pioneer @ pioneerinstitute.org.
I am in the 7th grade. I am in Will Rogers Bayside Academy. I am located in Long Beach California. I live on a boat in Long Beach Marina next to the Long Beach Convention Center. I am very interested in alternative schools because none of my teachers give me encouragement or assignments that interest me. All they give me is busywork. Some of the assignments interest me but very few. I would appreciate it if you would write back to me with more information about alternative schools in the Bayshore area of Long Beach. Matt
Home Education News A new information resource about homeschooling has just been published, called The Homeschooling Book of Answers by Linda Dobson. The answers to 88 questions concerning education at home are answered by well-respected leaders in alternative education and by homeschoolers themselves. Among the contributors are Cafi Cohen, the Colfaxes, John Taylor Gatto, the Hegeners, Dr. Raymond Moore, and many others. Legalities, costs, special considerations, socialization, curriculum development, assessment, and the teen years are all covered in detail. The book also contains a resource list and state requirements and laws. Prima Printing, PO Box 1260BK, Rocklin, CA 95677. Tel: 916-632-4400.
The revised and expanded second edition of Homeschooling in Oregon by Ann Lahrson-Fisher is now available. While it covers Oregon's state laws and requirements, the book also addresses dozens of topics of interest to all homeschoolers. It contains lists of resources broken down into subject areas; i.e., reading, computers, math, science, music, art, and so on. It is available from out of the box publishing, PO Box 80214-G, Portland, OR 97280-1214.
Ron Richardson has created a new free publication called Readers Speak Out!, which gives teens an opportunity to get published. The format of this newsletter is teens' responses to questions, which cover topics in education, politics, the arts, and more. Request three sample questions from Ron at 4003 50th Ave. SW, Seattle, WA 98116.
Postcard from John Taylor Gatto: "Malacca, Malaysia. Dear Jerry, What a place to change someone's perspective on the real questions about school or anything else. These are lovely, brave, funny people the government is trying to school, apparently so they can be like us. How strange."
Leslie Moyer, Tulsa Regional Representative HERO of Oklahoma, writes: Reluctant homeschoolers are families who don't really want to homeschool, but the system offers them very few choices. As more families choose this option, the public schools are paying more attention. The Oklahoma State Dept. of Education has an "Alternative Schools" department that is actively working to get more "alternative education" programs added. For information, contact Mary Meritt at 405-522-0276. After May, they expect to have a total of 279 such programs available to Oklahoma students. (Up from 179 last year.) Alternative Schools are for "kids at risk of not receiving a diploma." This includes lots of different situations-- kids who are bored, not thriving, pregnant, drop-outs, troubled kids, etc. HERO, 302 N. Coolidge, Enid, OK 73703. HERO web page: http://www.geocities.com/Athens/Forum/3236
Judy Garvey, bluehill@ctel.net, is a homeschooler in Maine. She writes: "Hi Jerry, RE: Explanation of Jonesville & Springfield Massacres, p. 21 & 22, AERO-gramme, Spring-Summer 98: Yours is the ONLY thing I've seen that's put out the right slant about what is happening with the school shootings. I think you said it wonderfully well. Nowhere in the media has anyone even suggested that the fault could be with the school systems themselves. It's amazing to me, because it's so obvious. So, thanks for putting that out. I do a little article each month for "The Community Newspaper" in Unity, Maine,. on homeschooling, called "Liberation through Home Education." Would it be OK to quote from the above article in my next column?"
International News and Communications ARGENTINA Alberto, Alberto_LosRobles@ciudad.com.ar: My name is Alberto; I direct a center of environmental education in the Republic of Argentina. I need information on other centers that provide environmental resources for schools and teachers. I am looking for Web sites with information on resources, workshops, materials in water subjects, air, & ground for schools. I need information in ecology, contamination of air and water, etc., to create a new magazine called Ecologia & Educacion for primary and secondary schools.
AUSTRALIA James Hutchings, jameshutchings@hotmail.com: Activate is an anarchist magazine for teenagers. We have been giving copies out in the suburbs of Sydney to try and spread our ideas. We have received legal advice -- nothing in the magazine goes against any law. Besides this, we believe we have the right to state our ideas. According to the law, we should have the right to spread our ideas. But the powers that be don't recognize their own laws if it's inconvenient for them. It's worth noting that the Australian government is hypocritical. Anarchists, along with lots of other people, protested against a racist politician. The Australian government criticized the protesters - they accused us of being against freedom of speech! More important than the law, we believe we have the right to free speech. We have continued to distribute Activate, and we will do so whatever the government says. We are asking for your support. We are currently setting up a web page. Contact us and we'll send you the URL when it's ready.
Roger Holdsworth, r.holdsworth@edfac.unimelb.edu.au: A large international secondary student conference is planned in Sydney for the year 2000 (around the Olympic Games) time. It is hoped that representatives from Student Representative Councils in high schools will attend from all over the world. The organizers are looking for contact with appropriate student organizations. These could be national secondary student bodies, large regional groups, etc. They should be school-based/focused rather than general. Do they exist? Can you help with a contact? We are fine with contacts in the USA, but that's about all. If you send me the details, I can pass the information on to the Sydney organizers.
COLOMBIA An article in an English newspaper by Phil Davison told the story of Felicity Simpson who in 1980 at the age of 16 left home and joined a circus in France. She has performed around the world since then but "can now be found, with some difficulty, in the lawless, drug and violence-infested shanty slums of Cali [Colombia], teaching glue-sniffing street children how to juggle, play the concertina, ride a one-wheeled cycle or walk a tightrope." She and her partner run what is probably the world's only professional circus school for homeless kids in slums that "the police and the army do not dare to enter." What a great story, Emiko, thank you for sending it to us!
DENMARK Chris Flynn, flynn@email.dk: I'm an American living in Denmark now for more than 9 years and I now have 3 boys, ages 8, 5 & 3. I'm interested in finding others in Denmark or in other parts of Scandinavia or Europe where the laws may be similar, in order to draw on their experience in this area. I'm feeling a little alone here and outnumbered. But, until now, my boys and their educations are doing just fine. My oldest reads well above his age level in both English and Danish and the others are fluent in both languages and are progressing fine. They are socially well-adjusted and not suffering at all as was predicted by local traditional educators. Please come with some suggestions and or comments at your convenience.
ENGLAND David Gribble's new book, Real Education, Varieties of Freedom, has been released by Lib Ed in England. It is a terrific book by the founder of Devon's Sands School, chronicaling his 'round the world trips to visit a variety of alternative and democratic schools. Jerry Mintz of AERO had suggested some of the schools, which include Summerhill, Tamariki (in New Zealand), Sudbury Valley School, Tokyo Shure, the Democratic School of Hadera, and a mysteriously renamed school in the US for which you will have to guess its location. He also visited schools in India, and Ecuador. You won't see another book like this. You can special order it through AERO by calling us at 800 769-4171.
Paul Bentley, pb@wardrobe. dircon.co.uk: I would like to ask you to consider joining my new discussion list on the 'Classroom of Tomorrow'. The media these days seem to be full of predictions that the 'Classroom of Tomorrow' will move from school to home-based state education in as little as 25 years. It has been suggested that children will learn at home via the Internet, there will be a classroom in every home, schools will be replaced by resource centers, and the balance of power will switch from teacher to pupil, with the teacher as temporary guide. If these changes are realized, it could either be the start of a new era of real choice and flexibility in learning, or it could be even more prescribed, unimaginative and restrictive than what we have now. The purpose of this list is to counter the 'more of the same with new toys' mind set and offer a forum for debating the many complex issues that the prediction that the 'Classroom of Tomorrow' will be based in the home raises. This list is at present open to all and unmoderated. Anyone can post to the list but only list members receive postings and have access to the archive. And lastly, the debate will be meaningless if it is not well informed about the thinking going on in the wider world, and I would like to enlist your help to build up an online archive of articles that relate to the 'Classroom of Tomorrow'. So if you come across anything at all that you think would be of interest I would be very grateful if you would email, fax or snail mail it to me at the following address: email: cot @ wardrobe. Dircon.co.uk. Fax: 0181 244 4590. Classroom of Tomorrow List Archive, 83 Manor Park, London SE13 5RA UK. To subscribe to the COT List, send a blank email to: cot-subscribe @makelist. com
GERMANY Dear Jerry, thank you for answering so quickly and your offer to help me. Your web is most interesting!!! I'm writing a paper for an examination in pedagogics. In the last part of my work I want to prove that a type of Summerhill school can exist without Neill and that his philosophy was of positive effect for other people and schools. Do you know schools which work with self-government and self-regulation, inspired by Neill's ideas? Reading your web-site I had the idea that the pupils I teach in pedagogics (17-19 years old) may be interested in contacting pupils from free schools. Would that be possible? All the best for you, Claudia. SRoghani@aol.com
GREECE Christos Voulis, cvoulis @mailexcite.com: Dear friend Jerry: First of all I want to thank you for the communication. I would like to let you know that the magazine I'm doing together with another teacher, called “The island of the AB” already has 4 issues. We give information to Greek teachers about radical, libertarian, alternative and all schools which are not under the control of the State. We try to publish this magazine 1 or 2 times a year, but it's very difficult. I would like to have contact with schools and to present them in the magazine. Of course, till now AERO helped me a lot. What I need most is articles from schools which I can put directly in the magazine. For us it is very difficult to make our own school, so at least I want to give as much information as possible. My wish is to meet you in Hellas and to organize a presentation of liberal - education together.
Teachers, Jobs, and Internships A recent graduate with a degree in child and family development, Leslie Schwartz, is interested in finding a job which involves working with a Sudbury-type school. She is flexible as to location. Contact her at 1005 Macon Hwy. Apt. 827, Athens, GA 30606. Tel: 706-208-9235. Email: lesl @arches.uga.edu.
Jessica Rath has a BA in English and would like to become involved with teaching in a less traditional environment. She is willing to start at any level and help out with any aspect in making your school a success. She currently lives in the Boston area, but would be willing to re-locate. She has some literacy tutoring experience as well as some experience working with disadvantaged teens. At this time, she is a Conference Coordinator and can be reached via telephone at 617-787-0091.
Nicole Maniez writes: "I have just finished my BA in English, literature and Fine Arts. I am looking for a job or internship in an alternative education setting, in the school environment or doing research. I have an extensive background in the arts and a commitment to expressive learning and living. I've studied internationally and also through NC Outward Bound. I'm willing to relocate." 449 Stamets Rd., Milford, NJ 08848(908) 996-6242 or (215)658-0420.
Adam Caller, acaller@mailbox.co.uk: "I have worked in schools and became aware of the children that I could not reach and so moved to work in home schooling in the UK — still pretty much in its infancy. Through an agency, which has since proved not to work in the students' interests I am now looking for more rewarding work elsewhere. If you would like to employ a tutor with a huge amount of experience, can provide accommodation, either living in or nearby, that can teach all main subjects to age 16 and some specialised beyond, and who has experience with ADD/ADHD and dyslexia, then write to me."
Administrator/Director needed (part-time, about 20-25 hours per week). The Bellwether School is a holistic, child-centered alternative school for children ages 3-10, located near Burlington, Vermont. Now in its fourth year, the school is looking for a visionary educational leader to work collaboratively with our staff of seven. We are developing an ecological literacy program and want to develop more programs in music & foreign languages. Fundraising experience is also helpful. Ron Miller, 120 S. Brownell Rd., Williston, VT 05495. (802) 863-4839. milleron@together.net
Blue Mountain School, a 15 year-old, parent-run, cooperative school, is looking to fill several teaching positions for September 1998. We are dedicated to providing an enriching, holistic education for children from pre-school through middle school. School is home-like; studies are child-cued; surrounding environment is rural/small town. Interested? Send resume to BMS, 470 Christiansburg Pike NE, Floyd, VA 24091-3737. Crenshaw, crenshaw@swva.net:
Teacher positions are available at the Connections Day School. This is a new therapeutic day school for emotionally disturbed youth in grades 1 through 12. Illinois Type 10 certification in BD/LD is required. Please contact Catherine Carey, Principal, at 2615 Washington Street, Waukegan, Illinois 60085. Tel: 847- 625-6130. Fax: 847- 625-6135.
Arthur Morgan School, a small junior high boarding school seeks Development Coordinator starting January 1999. Responsibilities include recruitment of new students, fund-raising (including maintenance of endowment), publicity (conferences, newsletter, alumni contact and reunions). Intimate community of staff and students: staff run by consensus. Modest salary and full benefits. Experience required. John Logue or Sherrill Senseney, AMS, 1901 Hannah Branch Rd, Burnsville, NC 28714, 828 675-4262.
Ernest Udom writes: "A school in Nigeria Needs a Teacher" .Betem Christian Community Academy, one year old junior Secondary School for orphans and needy children is looking for a mature Christian teacher to work here for two years. The school is located in a rural area with no electricity and pipe borne water. From the school to the state capital is 76 kilometers. There is no salary but board and lodging are provided. If interested write to: Ernest Udom, Betem Christian Community Academy, Box 1710, Calabar, C.R.S.; Nigeria, West Africa.
Andy Smallman writes: Puget Sound Community School (PSCS) has an opening for a part-time Administrative Assistant. The position is 15 hours a week during the school year and pays $7.50 an hour for helping maintain our office -- answering phones, preparing and sending information packets, updating our database, etc. Located in downtown Bellevue, a large suburb of Seattle. Call 425.455.7617 or e mail andy@pscs.org.
The Meeting School, a small, alternative Quaker boarding high school, is seeking faculty with a desire to live and work with teenagers in an experiential educational setting. Students join faculty in farming, cooking, community decision making, and other "real-life" living and learning opportunities. The school is strongly committed to democratic, non-coercive processes, and educational freedom. In addition to house parenting skills, faculty might have some expertise in the areas of math, English, social studies, music, outdoor/environmental education, or development and operations. Singles or couples welcome to apply. Contact: Jackie Stillwell, Dawn Ashbacher, or David Stern at The Meeting School, 56 Thomas Road, Rindge, New Hampshire, 03461. Tel: 603-899-3366 or 603-899-2806.
The Highland School, is looking for a night staff member, to work five nights a week, plus a half day, to participate in the general meeting. Must believe in democratic education. Three week trial period. Room plus $4000/yr. Rt 83 Box 56, Highland, WV 26346. 304 869-3250. highland@ruralnet.org
Paula Bright proposes to tutor a small group of students with academic difficulties in her home by immersing them in language experiences spanning the curriculum. Her goal is to remediate them to a point where they could function the following year at or close to grade level in reading. She would like ideas, suggestions, and any other help to get this project started working with the local school system, homeschooling groups, etc. Contact her at Bright Beginnings Learning Center, 8530 White Ave., St. Louis, MO 63144. Tel: 314-961-2821. E-mail: Dowbright @aol.com.
From the AERO Web Site Note: AERO now has a new domain, courtesy of the Foundry, which is a non-profit adjunct to the Speakeasy Cafe in Seattle. It is http://www.edrev.org
AERO E-mail addresses are: JerryAERO@AOL.com, jmintz@iris.nyit.edu, and jmintz@igc.apc.org
AERO now manages the alternative education list-serve. If you would like to join, send an e-mail message to majordomo@edrev.org. Leave the subject line blank, and in the body type “subscribe aerolist”
Jobie Townshend-Zellner: Thank you for being the fresh breath of air that you are in education!
Jessica Koehler, j_koehler@cc.colorado.edu I'm a college sophomore who just discovered a passion for the idea of a more alternative and interactive educational program for kids. If there's any information you could e-mail me about volunteer opportunities to get involved with alternative education, information that I should read, and credentials I should have to go into this field I would love it!
Michael Strong, micheal@lycosmail.com I am the headmaster of The Winston Academy, an intensively academic alternative school in Ft. Lauderdale (e.g. students, if they want, may take AP courses in 7th or 8th grade, much of the program is self-paced.) I am also the author of a book on intellectual dialogue in the classroom, The Habit of Thought, and a consultant for public and private schools interested in classroom intellectual dialogue. I have a background in Paideia and Montessori education. My own children have attended Montessori, Waldorf, and home school. I'd be happy to communicate via email with parties interested in any of the foregoing. I believe that alternative educational approaches represent the most realistic hope of solving social problems world-wide.
Jason Habisch, blacklake@juno.com I am 24, fresh out of a small Christian college in the midwest, and I am running a small alternative school in Columbia City, Indiana. .I am excited that there are others that believe that there is a story behind every student and they all deserve our best efforts!
Brenton Stinespring, honeymoonin@hotmail.com There are so many fascinating and wonderful things for individuals to pursue, within and beyond the traditional curriculum, that it seems such an unnecessary disaster for that love for learning to ever lessen. Yet when education is targeted at attaining a predetermined score on an unindividualized test this is exactly what we see happening. I am yet to experience schooling in an alternative setting, but am eager to receive the opportunity. I'm currently certified to teach k-8. If you can assist me in my pursuit in any way, please contact me.
Johannes Wollbold, JWollbold@aol.com (Germany) Website: Bundesverband der Freien Alternativschulen I heard about these pages from Jerry Mintz at the International Democratic Schools Conference (IDEC) in Vinnitsa/Ukraine, 8th to 15th of July. This conference for me was the starting point of learning more about the international democratic education movement - a great and enriching experience! When I came back from Ukraine, I began to write some websites about the conference: a general article and reports on 3 workshops:- a law from "School of Self-Determination," Moscow- logical games by Mark Bedenko/ Vinnitsa (in German only)- "Freedom and Structure" concerning the alternative school in Germany, where I worked as a teacher. You can read the sites at http://www.paritaet.org/bfas/IDEC98e.htm
Mary Beth Cooke, Email: timmbc@worldnet.att.net I am the education coordinator for an inner city alternative school that is set to open in one week. I am excited about this prospect and am looking forward to communicating with other alternative schools staff members. Our school is for students who have been classified emotionally disturbed. Although I am not new to the field of special education, I am new to Alternative education and welcome any advice you have!!!
Chuck Hendricks, megao@stc.net I have just signed a contract to teach English/Language Arts in an alternative school (now in its fourth year). This is my first experience at an alternative program (previously I have taught honors, speech/drama, yearbook) and while I am enjoying it, I am at somewhat of a loss simply because I am creating the program as I go. Any help or suggestions, or pointers even, would be greatly appreciated. Ninety percent of my students are there because their probation officers require it or jail, most of the rest are young single moms. So far, after the first week, I have succeeded in winning their confidence, but definitely need to make strides from there.
David Otey, fandon4@netins.net ring the 2nd homeschooling year. I teach special ed at a high school. I am immediately impressed with this site and hope it will be of much encouragement for me through the year.
Michael Bouchard, lifesong@portal.ca I am an educator at Life Song School in Vancouver, British Columbia, CANADA. We are in our eleventh year of operation. We encourage are students to discover their unique ways of learning. Our students learn how to create peace in their lives by learning how to relate to each other in peaceful ways. Initiative and independence are encouraged. Students and parents have vital input into school decisions. Please do not hesitate to contact us if you have an interest in alternative education.
Dindria Barrow, dindria@aol.com Finding your site has encouraged me to pursue my interests in developing a small "home" school. I hope to visit here often to research the many forms of education possible in the United States and elsewhere. Alternative education informs the existing structure of public education. May the dawn shine on you.
Jason Habisch, blacklake @juno.com: A member of my education committee who gave me a copy of AEROGRAMME and also your alternative school directory first introduced me to your organization. We are a small school serving a rural community in Columbia City, Indiana. I began in September and the school is only three years old. We serve both students expelled from the schools and our residents here on the campus. There are 12 boys and two sets of house parents. We are part of an organization out of Fort Wayne and we are expanding. I am very interested in learning the Montessori method, especially ways of having the boys teach each other. We are literally a one- room schoolhouse! I am a '97 grad of Taylor University and I am attempting to learn all I can about this often overlooked aspect of education! Thank you for your help!
Special Section: CHANGING SCHOOLS Since 1973: The Journal of Alternative Education
In April of 1998 five Spectrum Community School students spent ten days traveling in Mexico with a social service focus. Spectrum is a small, public, alternative high school in the North Kitsap School District of Washington State.
Eighteen-year-old Jordan Noelle Parsons kept a diary of her trip. Below are selections from Jordan's diary alternating with comments from her Spectrum teacher, Phil Davis. In addition Mexican students give brief impressions of the encounter , with comments by Spectrum graduate Tyler Davis.
The American group, which also included an intern from Evergreen State College and a boy from Bremerton High School, spent five days in Mexico City. Then they linked up with Mexican students from Calpulalpan in the state of Tlaxcala for home stays, Earth Day and an ecological camp.
April 17, 1998
Here I am, on an aircraft on my way to Mexico City! It's hard to comprehend that another one of Phil's crazy ideas has turned into reality, and the fact that I'm part of this reality is so awesome. Our flight left Seattle at 6:30 am. It's now 11:30 and I'm still on the plane.
Twenty-four years I have spent teaching and traveling with students -- first exchanges with Mexico, then opening a path to Russia as the Iron Curtain fell, and now back to my first love -- Mexico. Each group is unique. These five young women from Spectrum seek to cut their own path deep into another culture. They say they want the opposite of a purposeless senior trip to Mazatlan where kids live like tourists in hotels, and ask their hosts to shine shoes and pick up their mess. American families pay a lot of cash to fund new experiences, but their children only substitute getting drunk in Mexico for getting drunk in the U.S. My alternative school students say they want something different
Last night, the whole group stayed the night at Phil's house. It was really fun. Janaka Old Coyote's father is a very spiritual man. So is his wife. Last night he said a Native American prayer for us. We all held the stick of life and said a few words. It was so beautiful!!! I can't wait to help out there. I can't wait to see such a different culture, and most of all, I can't wait for the drastic effect this is going to have on my sheltered little life.
I too remember Steve Old Coyote's words, as we all reached out to grip a little more intensely the handle of life. He talked about how sparrows fly back and forth across the desert south of Arizona. They don't recognize any border. One land blends into another. Frontiers and barbed wire fences mean nothing to winged creatures on this shared planet.
Well, here I am in Mexico City. Right now we're all in our dorms lying in bed too excited to sleep. It was about 80 degrees when we arrived. We met Phil's son Tyler at the airport. After exchanging our dollars for pesos, we all loaded in a shuttle and arrived at Casa de Los Amigos (the house of friends). The drive here was insane, to say the least. For one, everybody has a VW bug. Even the taxis are bugs, green and white. No one drives in a certain lane. It's whatever's clever.
We listened to the Quaker director of the Casa talk about our seminar and service project. Then we all had dinner at a real Mexican restaurant. It was delicious and only cost about $2! To walk off our dinner, we took a stroll in downtown Mexico City. I can't describe it! There are no road rules, and people are everywhere. We walked through a park and it was like a movie, couples on park benches kissing all over. Hookers were all over the place, but it's the most beautiful place I've ever been. Tomorrow we are going to Frida Kahlo's House. Can't wait for that either.
An evening walk across La Alameda, the place of the "Alamos" or cottonwoods, that downtown park Jordan mentioned -- it brings back so many memories of other trips, other times.
Fountains spray streams of water around statues of Greek goddesses. Homeless kids sleep under tall trees. Elotes of corn roast on small grills and then are smeared with mayonnaise and chile. Street venders torch and polish their acrylic paintings. Little wisps of pink cotton candy catch a ride on the night wind, stealing away from food booths to stick in the hair and eyebrows of the Spectrum girls. They laugh, and struggle to walk on the cobblestones among the crowd. Diego Rivera's enormous mural lights the wall of a building; Pancho Villa, Emiliano Zapata, and dozens of other characters from Mexican history take their own stroll in Rivera's painted park. Traffic roars along Juarez Avenue, and a string quartet sends forth elegant strains of classical music. We view a piece of cut stone found by subway workers, whose mystical imagination saw a miraculous image of the Virgen de Guadalupe. Candles and flowers now venerate the granite slab, here by the Alameda in the downtown of the world's most populous city. Overhead soars a tall skyscraper called La Torre Latinamericana, its modern steel symmetry contrasting with the enormous marble, copper and stained glass of the Palacio de Belles Artes, Mexico City's performing arts center built a century ago. The scratch of our steps on the cobblestones brings back memories of other trips and other times.
A different language and an exotic place release new spirits within us. Twenty-five years ago I tried out talking en el espanol about love and commitment with an American woman who I thought did not speak Spanish. However, she did habla mucho espanol and we were soon married. In a hotel not far from this park we spent our first intoxicating night of foreign adventure. Later we lived in Mexico City for two years so our children could learn Spanish, and to whet their appetites for travel. With our two sons and a daughter grown up and graduated from high school, I now walk Mexico City streets with a new group of students. And my son Tyler, a Spectrum graduate volunteering in Mexico, greets us. He and his girlfriend have been volunteering with an ecology center in the state of Tlaxcala.
April 18, 1998 Today was so awesome! |