DJALCHEMI

School it Yourself: Review of The Edupunks' Guide and How to Set Up a Free School

We're in one of those periods when real change in education might be possible. This doesn't happen very often. Here's why. Education is probably the single most powerful means by which our societies and our cultures reproduce themselves — institutions, values, character and differentials… the works. Hence the number of interest groups with a stake in education is enormous. Of all the culture-breeding channels available to those in power, education is in principle the one that lends itself most readily to engineering and design. However, in practice, everyone sticks the oar in and change is piecemeal, compromised and fragile.

So it's rare for sufficient powerful forces to align and overcome the drag of inertia. Now is such a time, and I think we're just seeing the beginnings of changes that may take a decade or two to work through. Donald Clark writes of technology enabling "more pedagogic change in 10 years than in the last 1,000 years". Then there's the impact of economic retrenchment and austerity on learning, which I've been writing about on and off for over two years, arguing that cases where people have to "make do" in their learning may have something to teach us about how to improve more "advanced" techniques.

On top of factors like these (the full set would be a whole essay in itself), there's a cultural mood that has arisen from year-upon-year of different kinds of disruption — from hurricanes and ash clouds, through financial punch-drunkenness to the effects of technology reaching the professional middle classes for the first time. We don't believe in the return of business-as-usual any more; we don't trust the age-old educational conveyor belts to drop us off at the right spot in the factory.

In different ways we're questioning the educational provision that's been handed down, and wondering if we couldn't do better ourselves. Let's explore what I mean by that by looking at two "How To" e-books about education, published in recent months. In many ways they're chalk and cheese. One's American, the other British. One is a student's-eye view, the other a parent and school-builder. One is very "2.0" in its sensibility, arguing that students can remix their learning experiences from multiple sources. The other is, well, the mischief in me would like to call it Web 0.0, but really it's from a place as yet uncolonised by either software or version numbers, so let's christen it "RLP" (Received Learning Practice or Revised Latin Primer). In one of the very few passages where Young articulates what he thinks should actually go on inside a school, he describes a visit to an independently run Swedish school,