Abstract:
At any place and time, the great majority of schools operate within a set of normative practices prescribed by government legislation, pedagogical convention, and community expectation. Outside of this mainstream are a handful of experimental schools that offer an alternative.
This paper charts the evolution of the Australian alternative education sector since the early 20th century. Drawing on archival sources, 92 experimental alternative schools were identified in New South Wales between 1900 and 2023. They fall into three successive waves of activity.
An initial wave in the 1920s and 30s was driven by the broader Progressive movements in the United States (Cremin, 1961) and United Kingdom (Selleck, 1968). During this time, the NSW department of education launched several experimental schools, and progressive educators were able to establish independent schools that embodied the pedagogical innovations of the time (Petersen, 1968).
A second wave of schools in the 1970s and 80s emerged from counter-cultural movements as communities of like-minded parents and teachers created schools aligned with their social and political beliefs (Merrill, 1973; Musgrave & Selleck, 1975).
A third wave in recent decades has seen a dramatic increase in schools catering to young people for whom mainstream education is failing, and who are at risk of disengaging (Mills & McGregor, 2018). These schools, often spun out of existing youth social services or adult education providers, draw on the practices of alternative schools in earlier waves (Raywid, 1983).
The changing nature of alternative experimental schools provides insight into the way that context shapes innovation within education. Recognising that we face increasingly complex social, political and ecological challenges, many see schools as a crucial means of achieving meaningful change. Understanding the trajectory of outlying experiments within education will be an important tool in cultivating the schools we need.
Cremin, L. (1961), The Transformation of the School: Progressivism in American Education, Vintage Books, NY.
Petersen, R.C. (1968), Experimental Schools and Educational Experiments, University of Sydney, NSW.
Merrill, W. (1973). Alternatives in Education. Education: Journal of the NSW Public School Teachers Federation, 54(17).
Mills, M., & McGregor, G. (2018). Alternative schooling in Australia: policy and practice. In International perspectives on alternative education: policy and practice. Trentham Books.
Musgrave, P. W., & Selleck, R. J. W. (1975). Alternative schools. Wiley.
Raywid, M. A. (1983). Alternative schools as a model for public education. Theory into practice, 22(3).
Selleck, R.J.W. (1968), The New Education: The English Background, Pitman, Vic.
This paper charts the evolution of the Australian alternative education sector since the early 20th century. Drawing on archival sources, 92 experimental alternative schools were identified in New South Wales between 1900 and 2023. They fall into three successive waves of activity.
An initial wave in the 1920s and 30s was driven by the broader Progressive movements in the United States (Cremin, 1961) and United Kingdom (Selleck, 1968). During this time, the NSW department of education launched several experimental schools, and progressive educators were able to establish independent schools that embodied the pedagogical innovations of the time (Petersen, 1968).
A second wave of schools in the 1970s and 80s emerged from counter-cultural movements as communities of like-minded parents and teachers created schools aligned with their social and political beliefs (Merrill, 1973; Musgrave & Selleck, 1975).
A third wave in recent decades has seen a dramatic increase in schools catering to young people for whom mainstream education is failing, and who are at risk of disengaging (Mills & McGregor, 2018). These schools, often spun out of existing youth social services or adult education providers, draw on the practices of alternative schools in earlier waves (Raywid, 1983).
The changing nature of alternative experimental schools provides insight into the way that context shapes innovation within education. Recognising that we face increasingly complex social, political and ecological challenges, many see schools as a crucial means of achieving meaningful change. Understanding the trajectory of outlying experiments within education will be an important tool in cultivating the schools we need.
Cremin, L. (1961), The Transformation of the School: Progressivism in American Education, Vintage Books, NY.
Petersen, R.C. (1968), Experimental Schools and Educational Experiments, University of Sydney, NSW.
Merrill, W. (1973). Alternatives in Education. Education: Journal of the NSW Public School Teachers Federation, 54(17).
Mills, M., & McGregor, G. (2018). Alternative schooling in Australia: policy and practice. In International perspectives on alternative education: policy and practice. Trentham Books.
Musgrave, P. W., & Selleck, R. J. W. (1975). Alternative schools. Wiley.
Raywid, M. A. (1983). Alternative schools as a model for public education. Theory into practice, 22(3).
Selleck, R.J.W. (1968), The New Education: The English Background, Pitman, Vic.