Titlebook: Alternative Education for the 21st Century; Philosophies, Approa Philip A. Woods,Glenys J. Woods Book 2009 Philip A. Woods and Glenys J. Wo

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The K20 Model for Systemic Educational Change and Sustainability: Addressing Social Justice In Ruray children living in rural areas are even more likely to be poor, with 46 percent of rural African American children and 43 percent of rural Native American children falling into this category (USDA, 2004).

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Democratic Schools in Latin America? Lessons Learned From The Experiences in Nicaragua and Brazil, little participation to citizens in the decision-making process. This peculiar organizational design established autocracy and limited the features of citizen participation that later on became naturalized.

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Reetu Bhattacharjee,Jens Lemanskilture, in Dharamsala, India (www.lowertvc.org), but these are not “alternative” schools in the sense evoked in this volume. Besides the Dharma School, the Shambala School in Halifax, Nova Scotia (www. shambalaschool.org), would be the only other candidate that has come to my notice.

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Montessori and Embodied Education, is important for education because it facilitates student experiences of deep engagement and interest that have been referred to as . (Csikszentmihalyi, 1990). Flow-like experiences, in turn, have been associated with intrinsically motivated learning and talent development (see Csikszentmihalyi, Rathunde and Whalen, 1997).

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Jozsef A. Toth,C. Michael Lewis to bear on the thoughts we lay out for the reader in this chapter. Persisting questions guide us: What happens when Indigenous. ways of knowing and being in the world, exemplified in this recognition, come to bear on Eurocentric. forms of education and schooling?

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