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Programa Encuentro de Verano de Alternativas Educativas 2016 (EVAE 2016)

Programa Encuentro de Verano de Alternativas Educativas 2016 Nota: EVAE es una mezcla de encuentro/conferencia y   desconferencia , y lo...

Sunday, July 31, 2016

7 invitations/grants for young creatives for the Educational Alternatives Summer Gathering 2016!

7 invitations/grants* for young creatives for the Educational Alternatives Summer Gathering 2016!

Ugena, Toledo, Spain, 23 to 28 August

Artists, writers, musicians, singers, actors, dancers, DJs, thinkers, dreamers..


If you are between 14 and 19 years of age, and want to share your passion and creativity with others like you, write toencuentroalted@gmail.com or send a Whatsapp to (0034) 722349019 (Daragh), showing, in a video, piece of writing, portfolio etc, the form your creativity takes. You'll have the chance to come to EVAE 2016 and spend a week with people of all ages from all over Spain and various parts of Europe, and participate in workshops of:

Theatre
Art
Dance
Public speaking
Improvisation
Circus
Open source software
Board games
Coaching for teenagers
Poetry
Singing
DJ
Music

Also: Debates, games, sport, outdoor swimming pool, fancy dress, variety show, open space, multi-adventure, informal conversations of all shades and colours and whatever else strikes our collective fancy..

*The invitations/grants include full board, accommodation in hostel and all the activities of EVAE. Transport to and from event not included(though efforts can be made to accommodate travel).

More information: http://encuentroalternativaseducativas.blogspot.com.es/2016/07/educational-alternatives.html?m=1

Saturday, July 30, 2016

¡7 invitaciones/becas para jóvenes creativos!

¡7 invitaciones/becas* para jóvenes creativos para el Encuentro de Verano de Alternativas Educativas 2016!




Ugena, Toledo, 23 a 28 agosto

Artistas, escritores/as, músicos, cantantes, actores, bailarines/as, DJs, pensadores, 
soñadores...

Si tienes entre 13 y 19 años, y quieres compartir tu pasión y creatividad con otros y otras como tú, escribid a
 encuentroalted@gmail.com o mandar un Whatsapp a 722349019 con una muestra, en un vídeo, un escrito o como quieras, de tu pasión. Tendrás la oportunidad de venir a EVAE 2016 y compartir una semana con personas de todas las edades de todas partes de España y Europa, y participar en talleres de:

Teatro
Arte
DJ
Poesía
Oratoria
Música
Improvisación
Canto
Danza
Circo
Software libre
Aprendizaje basado en juegos
Coaching para adolescentes
Inglés

También: Debates, juegos, deporte, piscina, fiesta de disfraces, espectáculo de variedades, open space, multiaventura, conversaciones informales de todo tipo, y lo que nos ocurra una vez ahí..

Programa general:
 http://encuentroalternativaseducativas.blogspot.com.es/2016/07/programa-encuentro-de-verano-de.html?m=1

Más información:
 http://encuentroalternativaseducativas.blogspot.com.es/2016/05/evae-2016.html?m=1

*Los invitaciones/becas incluye pensión completa, alojamiento en albergue y todas las actividades de EVAE 2016.

Fecha final para participar: 14 agosto

Comunicación a los/las invitados/invitadas: 15 agosto

Friday, July 15, 2016

Educational Alternatives Summer Gathering 2016 (EVAE 2016) Special Guests

EUDEC is co-organising one of the biggest alternative education conferences ever held in Spain this August!

Educational Alternatives Summer Gathering 2016 (EVAE 2016)

23 to 28 August, Toledo, Spain

The Educational Alternatives Summer Gathering (EVAE 2016) is a gathering of students, families, teachers, professors, activists, artists, dreamers and anyone else interested in exploring educational alternatives in a friendly, open environment. Democratic schools, unschooling, free schools, home education, people who desire to change the conventional school system, creative workshops, and various other aspects of educational alternatives will be represented in a stimulating celebration of diversity and community.

Special guests:
Michael Newman, teacher at Summerhill School, activist for children’s rights
Leslie Barson: The Otherwise Club
Derry Hannam: Student Voice and the democratic decision-making process
Daragh McInerney: Without community there is no liberation
Marko Koskinen: Democratic distance-learning, from Finland to Pakistan
Alex Newby and Chloe Watson, living without school, England
Christel Bakker-Hartkamp: Pedagogy of trust
Peter Hartkamp: Beyond coercive education, book presentation. Workshop: Dealing with governments-Experience of a Sudbury school in the Netherlands
Stefanie Mohsennia: Talk: Learning naturally. Presentation of German Home Educators’ book and the Schulfrei-community
Lena Kraus: How to Prevent Apathy in Democratic Schools... and whether we should
Simone Haenen: Life after Sudbury Valley School and promoting educational change
Jon Igelmo Zaldivar, Ph.D., postdoctoral fellow at the University of Deusto. Book presentation: Deschooling life: Ivan Illich and criticism of educational institutions.
Dra. Sandra Girbés Peco, Department of Pedagogy, University Rovira i Virgili: Learning communities
Madalen Goiria, Doctor of Civil Law, University of the Basque Country. The future of Home Education
Ani Perez: Libertarian Education in Spain
Representatives of various free/active/democratic schools in Spain (Full programme in Spanish)
Open Space, and the freedom to arrange to organize spontaneous talks, workshops and happenings

Also: Life-coaching, theatre, solespain.org, creative workshops, experiences with Montessori methods in Spanish schools, Biodance, the Alexander Technique, circus workshop, science workshop, Ecstatic Dance, sports, variety show, fancy dress, outdoor swimming pool, board games workshop, and whatever else strikes our collective fancy..




Passage on EVAE 2015 by Peter Hartkamp, board member, EUDEC

EVAE takes place in La Chopera, Ugena, Toledo, Spain, from August 23 to 28.


Contact: Daragh (0034)722349019

Email: encuentroalted@gmail.com



EVAE is coorganised by ALE, RAMAE, Asociación Otra Escuela Es Posible, and EUDEC, and is a not-for-profit event.


Wednesday, July 13, 2016

Michael Newman, Summerhill school

Michael Newman, teacher at  Summerhill School, activist for children’s rights and collaborator in community learning projects, will speak about the empowerment of young people in schools through the history of schools that have liberated children, like in ‘A Domines’s Log’ , A.S. Neill’s first book, and the ‘New Ideals in Education’ conferences.


 https://www.youtube.com/watch?v=hwrnLsaBNNc

Tuesday, July 12, 2016

La metodología Montessori, Maestras de Educación Infantil del CEIP Clara Campoamor de Bormujos (Sevilla)

Sábado 27 agosto EVAE 2016

Maria José Oliva Marín 
Raquel Vela Boza
Carmen Sánchez Martínez 
Maestras de Educación Infantil del CEIP Clara Campoamor de Bormujos (Sevilla)


Sólo una crisis – real o percibida – da lugar a un cambio verdadero. Cuando esa crisis tiene lugar, las acciones que se llevan a cabo dependen de las ideas que flotan en el ambiente. (Milton Friedman)

Me planteo cómo empezó todo,... y fue exactamente así, de una crisis.

Hacía ya años que veníamos trabajando de forma diferente, sin libros de texto, por proyectos, dándole más importancia a los valores, emociones,... que a los contenidos curriculares; sin embargo, aún seguíamos sin sentirnos satisfechas del todo, había cosas que seguían sin gustarnos, por qué se le daba tanta importancia al maestro/a, al método, a los libros,... y tan poca al niño/a, por qué se considera los mejores alumnos/as a aquellos que hablan poco, que sólo lo hacen para responder a algo que has planteado tú y que casi siempre es una pregunta cerrada, por qué nos empeñamos en que todos hagan lo mismo a la vez, ¿acaso eso es lo que hacemos en la vida real? Creo que precisamente de ahí empezaron a surgir respuestas a algunas de nuestras preguntas, ¿por qué no educar por y para la vida real?

Sin saber cómo, La metodología montessori llegó a nuestras vidas, así que pensamos que lo prioritario era formarse. Realizamos cursos de formación con Colette Parent Chaumier y Celine Hameury.

Pero después de la formación, llegó el momento de materializarlo, de llevarlo a la práctica, de hacerlo realidad en la escuela pública, con sus ventajas pero también con sus inconvenientes... así que lo empezamos a poner en marcha progresivamente, hasta que este curso que hemos comenzado con los tres años, nos hemos convertido en aulas montessori en las que no hay libros, ni fichas y se respira un ambiente diferente.

Concebimos nuestras aulas como espacios despejados para promover la concentración y tranquilidad de los niños, huyendo de muchas imágenes, murales y estímulos visuales.

Los materiales están colocados en espacios visibles y accesibles, de forma que los niños y niñas tengan la independencia de manipularlos cuando les apetezca.

Buscábamos crear un espacio tranquilo donde el niño/a se sienta seguro/a, motivado/a y feliz, así que cada mañana cuando llegamos a clase nos descalzamos y trabajamos con aquel material que nos apetece en cada momento.

No existen actividades guiadas, no se trabaja todos a la vez en ningún momento, y sobre todo, intentamos que no se nos escuche a nosotras, sino a ellos... lo que les cuesta, ya que no están acostumbrados a hacer lo que les apetece, sino a que se piense por ellos, y sin escucharlos, se les diga qué es lo que tienen que hacer en cada momento.

Tendríamos tantas cosas que contar,... seguimos en nuestro proceso de aprendizaje, eso son nuestras aulas, espacios de aprendizaje compartido.

Para finalizar, tan sólo hacer hincapié que este cambio no se trata de un cambio en el aula o el método, sino un cambio que ocurrió dentro de nosotras mismas y que nos lleva a concebir la vida y por ende la educación y los niños y niñas de forma diferente.


Without community, there is no liberation

Without community there is no liberation. EVAE 2016



Daragh McInerney

We live in a world that is dominated by economic interests, a world that is cloaked in democratic clothes but where choice is robbed from its people by hiding the question. What does it mean to be free? If we look around, we can see many different interpretations, but I would echo Viktor Frankl when he said that ‘everything can be taken from a man but one thing: the last of human freedoms-to choose one’s attitude in any given set of circumstances, to choose one’s own way’.

It is a terrible thing to live your life and find out near its end that you lived based on someone else’s idea of how you should live, and the chance to find your own way was denied to you. Yet that is a danger that confronts our young people, that their lives might be full of regret for lost opportunities, so having the chance to live and choose without oppression is tremendously important. Grassroots activism in the cause of non-hierarchical possibilities is fundamental in providing that freedom.

Voluntary activism that is effective and focused is difficult, as is creating and maintaining momentum. However, there are many people who care deeply, and wish to bring about changes to the conventional school system, who want there to be the legal possibility to choose something different from ‘banking education’, to quote Freire, and who are happy to work towards common goals.

In August 2014, people from different branches of progressive education came together at a freedom of education gathering in Toledo, Spain, and talked about how those branches, namely free and democratic schools, home education, and those with a desire to change the school system, could come together and work in a way that offered mutual support.

A decision was made to create RAMAE, loosely translated as the Educational Alternatives Mutual Support Network. Since then, a communication network on loomio has been set up, and the network participated in organizing EVAE 2015, the Educational Alternatives Summer Gathering 2015. While continuing to work on projects within Spain, the network would like to extend its area of operations and support to the rest of Europe, in the belief that mutual support and cooperation is the way forward, not only in Spain, but also Europe, and hopefully in time, in the rest of the world.


One of the ways in which RAMAE is trying to operate is by bringing together activists from different sectors, organisations and groups. From members of the home education associations ALE and la Coordinadora Catalana, to people involved in democratic schools or projects, to those who wish to change the school system, to people who offer workshops and services based on progressive education principles. We would like to do the same on a European level, by working with the home education network TENHE, the European democratic education community EUDEC, and the equivalent in each different European country to the Spanish association Otra Escuela es Posible and IRES network.

This idea was already discussed at the EUDEC conference in June, and at EVAE 2016 the idea is to iron out details about communication and format. Some proposals that have been made are to create a ‘Another school is possible’ network at a European level and to create a European Educational Alternatives Network in order to facilitate cooperation between European organisations. We have come up with a programme to try to include every European country in the network (1), through participation in the network itself or its components TENHE or EUDEC, and a list of questions (2) that we believe would be interesting to have answered about each country. By having an organized timetable and a clear idea of what information would be valuable to know, we can provide a platform for other, as of yet unknown, synergies to take place, and connect people who are seeking answers to questions that perhaps have not even formulated yet, but could be sought out together.

‘Without community, there is no liberation’.  Audre Lorde


(1) What age does obligatory education start and end?
Is home education legal?
What are the legal requirements to open a school?
What legal problems do unauthorized schools face than authorized ones don’t?
What strategies are used to surmount these legal problems?
Do schools have freedom to choose pedagogies and content?
What opinion does society have of non-directed learning?
What is the percentage of public schools?
What concept does society have of teachers?
What percentage of GNP is spent on education?
Have there been cutbacks on education due to the recession?
What is the percentage of early-school leavers?
How many democratic schools are there?
What organisations or individuals are active in democratic education, home education, and in promoting changes to the conventional school system, and who are the contact people in the organisations?

(2)A
Albania January 7
Andorra January 14
Armenia January 21
Austria January 28
Azerbaijan February 4
B
Belarus February 11
Belgium February 18
Bosnia and Herzegovina February 25
Bulgaria March 4
C                          
Croatia March 11
Cyprus March 18
Czech Republic March 25
D
Denmark April 2 
E
Estonia April 9
F
Finland April 16
France April 23
G
Georgia April 30
Germany May 7
Greece May 14
H
Hungary May 21
I
Iceland May 28
Ireland June 4
Italy June 11
K
Kazakhstan June 18
Kosovo June 25
L
Latvia July 2
Liechtenstein July 9
Lithuania July 16
Luxembourg July 23
M
Macedonia July 30
Malta August 6
Moldova August 13
Monaco August 20
Montenegro August 27
N
Netherlands September 3
Norway September 10
P
Poland September 17
Portugal September 24
R
Romania October 1
Russia October 8
S
San Marino October 15
Serbia October 23
Slovakia October 30
Slovenia November 6
Spain November 13
Sweden November 20
Switzerland November 27
T
Turkey December 4
U
Ukraine December 11
United Kingdom December 18

Daragh McInerney has been actively involved in different forms of progressive education since 2008. He is currently a member of ALE, EUDEC, TENHE, OEEP, and RAMAE, and believes that the most enjoyable thing about his passion for educational alternatives is the wonderful people he has met along the way.


Sunday, July 10, 2016

Leslie Barson, the Otherwise Club

DR LESLIE BARSON

Leslie is an experienced home educator and pioneer with home educating support groups. Leslie founded The Otherwise Club, a community centre in Central London for home educating families in 1993 which she continues to run.  Leslie home educated her two children as a single parent, whilst pursuing a part time academic career, obtaining a PhD in Education in 2008. She is widely published on learner-managed learning and home-based education and speaks internationally about autonomous education, for example as a keynote speaker at the Universidad de Colombia, Bogata, Columbia. Leslie is a member of the editorial board of Other Education http://www.othereducation.org/index.php/OE

www.theotherwiseclub.org.uk


Marko Koskinen (Finland)

Marko Koskinen (Finland)
 
Marko founded a private alternative school in 2005. It was the first democratic school of Finland and still is. In the beginning of 2012 he switched to an on-line school using a jointly developed on-line learning environment, which is specifically designed for student centred education. He recently organised the IDEC 2016 conference and is working on a project to provide democratic education to street children in Pakistan.


EUDEC and the EUDEC Diploma

EUDEC is a non-profit organisation that promotes democratic education as a sensible educational model for all democratic states. Its members are individuals, schools and institutions throughout Europe with decades of experience in democratic education.




EUDEC pools this knowledge and shares it in the form of:
• a thriving, mutually supportive network of schools, universities, organisations and start-up groups.
• conferences, meetings and seminars.
• school partnerships and exchanges.
• opportunities to visit schools.
• online information about democratic education in theory and practice.
• publications.
One of the things that makes this organisation so unique is the active role played by school students at all levels: e.g. as individual members, on the EUDEC Council, in conference-planning, in the organisation of programmes etc.



The EUDEC Diploma
(as an important tool for students as well as for EUDEC as an organisation and Dem Ed in general) Lena Kraus

The EUDEC diploma: This is the workshop description from this year’s IDEC

 The EUDEC Diploma is great for alumni of Democratic Schools as a reference (e.g. when applying to jobs).
But: It can also become an important political tool for EUDEC as an organisation and Dem Ed in General.

At Democratic Schools, students are often presented with a hypocrisy that is poisonous to the atmosphere at the school, as well as to their own motivation and their lives: They are told that they can do whatever they want, and that they should follow their interests, while in most societies, having an officially recognized degree still is essential to (not only professional) success in life. Of course, students are aware of this, and the hypocrisy I’m talking about is that at the moment, democratic schools cannot really offer the freedom they promise to their students.


In the end, it seems to be a sensible choice to study the necessary parts of the national curriculum, take a test and obtain a degree/school leaving certificate. We deny our responsibility if we just blame the authorities for this. If we can achieve wider recognition of the EUDEC Diploma, through using it alongside more “traditional” certificates first and creating positive experiences for employers and higher education facilities, eventually, we will be able to overcome this hypocrisy. The diploma has to become sufficiently recognized to be used on its own, and the students will no longer feel the need to obtain other school leaving certificates in addition to it. As a political tool, it will help to spread the word and create a positive impression of DemEd. The more the recognition of the diploma grows, the more the recognition of EUDEC will grow, and vice versa.



How to Prevent Apathy in Democratic Schools... and whether we should. Lena Kraus, Germany



About Lena:
Having gone to a state school myself and doing a traditional teacher training afterwards, I wasn’t happy with what I experienced and started looking for alternatives. I got involved with Democratic Education in 2012, when I attended my first EUDEC conference. Since then, I have been to the conference every year, and was elected into the EUDEC Council in 2015.
My other great passion next to Democratic Education is kayaking. I do Slalom, White-Water and Marathon kayaking (and basically every other sport that allows me to be on the water).

I work as an outdoor guide and as a translator.

At this year’s IDEC in Mikkeli, Finland I held a workshop called How to Prevent Apathy in Democratic Schools... and whether we should.

This was the workshop description:
I've noticed that there is a general atmosphere of inactivity and apathy in some democratic school environments. To me, this atmosphere seems counterproductive. I want to know if you feel the same, if you can think of reasons and of ways to prevent it from happening, or if you think it's a part of DemEd and we shouldn't try to change it.

There were 42 participants in my workshop, which shows that this is an important issue in Democratic Education. Through a short show of hands, 28 participants said that they had experienced this general sense of apathy, and 41 participants saw it as something that should be changed.

I would like to stress that I am not talking about phases of inactivity or periods of boredom (which are essential elements of Democratic Education, and of life), but of a general sense of apathy that is tangible in the whole school and can last for a very long time. This will, for example, influence new students who come to the school, but also staff members and visitors etc.

During the workshop, we discussed the topic and came up with some possible reasons and solutions. Participants who had observed the phenomenon in their schools (as students or as staff members) said that first of all, if the child doesn’t see it as a problem, then it is no problem. Also, a close contact between staff members and students is essential, because only then will staff members know if it is a problem for the student, or if it is boredom out of choice.

What was striking was that some participants who had experienced apathy as staff members reported that students saw it as a big issue afterwards. They did not realize what was going on while it was happening, but said things like “I wasted a year” in retrospect and were unhappy about it. This served as a reason to justify the opinion that the school community should do their best to prevent it from happening, and try and give the learning environment an inspiring, thriving atmosphere.

***
A possible reason mentioned were staff members who felt stressed and unmotivated themselves. Democratic Schools strive to enable their students to live self directed, happy lives, and it is potentially very demotivating to interact with adults every day who are obviously not happy where they are and do not have enough control over their lives in order to shape them so that they are not overwhelmed. It might make the aim of living a life that is tailored to one’s interests and abilities seem unrealistic, and thus stop the students from working towards it.

Some participants said that it was mainly the middle-school age group who was affected by the problem, and blamed this on exams the students felt they had to take in order to succeed in life, but were not really motivated to.

School was also described as a box that children are put in, among other reasons in order to keep them safe. This becomes a problem when there are not enough connections to the outside world, and children are lacking real life input. Democratic Schools can only work as part of life, and not in isolation from it.
The image of Democratic Education was also mentioned as a possible reason. One participant noticed that DemEd was often portrayed as Doing Nothing All Day or All Day a Break, giving off an impression of inactivity, when actually, it should give children the time and space to discover tools for shaping their lives according to their own standards.

Thus, possible solutions to the problem were working with the staff, creating spaces for them to address how they feel within the school environment or what they really want to do, and how they can support each other in achieving this. If old patterns persist, a change in staff might be required.
A good connection between students and staff members was repeatedly mentioned. Obviously, staff should be chosen very carefully, not only on the basis of whether they agree with the model of DemEd, but also on whether they are ready to take control over their own life, and whether they are able to shape it according to their standards.

Connections and dialogue between staff and students can be achieved by having a mentoring system in place, creating spaces for conversation about life at the school, the community and the learning process. It was also suggested to have a meeting at the beginning of each week in which students present what they want to learn or do, and another meeting at the end of the week where they say if they achieved their goals. A big challenge with this process is that it hugely depends on the state of learning, because it excludes the learning through play, takes away spontaneity and is unsuitable for monitoring the invisible learning that takes place whatever you do.

It is also of the utmost importance to create as many links to life outside the school as possible. This could be by having visitors or going on excursions, for example, by forming partnerships with companies, local businesses, other schools (of any kind), nursery homes, zoos… The possibilities are almost endless.

The DemEd environment could be portrayed as a place to “learn what really matters to you” instead of a place where you can do “whatever you want”.

Real freedom seems to be key to keeping up motivation. The decision about what they want to learn, where they want to learn and with whom they want to learn should be left entirely up to the students.


Simone Haenen

Simone Haenen was a co-founder and student at the age of 16 of Sudbury school De Kampanje in the Netherlands. Currently very active at foundation Operation Education to facilitate change of the Dutch education system through asking questions and giving keynote speeches. Simone is also active in politics to learn how governments and politics work. This way she hopes to see where changes can be made for a more democratic, transparant and inclusive society.


Derry Hannam

Derry Hannam

State school teacher, principal, school Inspector, advisor for the Council of Europe Education for Democratic Citizenship.



Mr Hannam practised as much democracy and student control over their own learning as he could get away with in his twenty years as a state secondary school teacher. He ended his school career as vice-principal/acting principal of a large English secondary school which pioneered the role of community school, where the school is a learning resource for the whole community and the whole community is a learning resource for the school. He then became a school inspector where he tried to support other teachers and schools with similar ideas. He was part of the successful defence of Summerhill school against the threat of closure by the government in 1999.

He has been an adviser/trainer/rapporteur for the Council of Europe Education for Democratic Citizenship project and a researcher/adviser to the development of citizenship education in the English national curriculum. At the request of the English ministry of education he authored the ‘Hannam Report’  based on research that demonstrates associations between  democratic, participative, and student centred methods in schools and higher academic results, less anti-social behaviour, and better school attendance, especially for students from  economically and socially deprived backgrounds. He has worked widely with many European school student organisations on the issue of school democracy. He successfully campaigned for the creation of an English school students association and has recently done the same for young people being educated at home. He has co-authored several books on the theme that ‘…if you want young people to learn about democracy in schools they have to do it and not just listen to teachers talk about it.’ Most recently he has completed a book recording and exploring the creation of a democratic learning community of 11-13 year olds from 1969 to 1971 in conjunction with some people who were members of the group at the time.  As a visiting fellow in student voice at the University of Sussex he was part of a project to democratise the school system of a deprived English city which has now blossomed into a social enterprise run by young people. For several years he has been a member of the international Student Voice Research Network based at Cambridge University. He has contributed to IDECs and EUDECs regularly since 1993 and has been described as a ‘bridge person’ who tries to bring about dialogue between the democratic education movement and state or public school systems, a role that he has played in Finland, Puerto Rico, The Netherlands, Bavaria and, most recently, Spain and Poland.

Alex Newby and Chloe Watson, living without school, England

Alex Newby
I have never attended school, but was instead autonomously educated at home until I was 16. I then attended college to take my GCSEs and A-levels, and from there went on to study a Master's in Computer Science and Philosophy at Oxford University, which I have recently completed. I am a huge fan of home education and the freedom it provides to focus on one's passions, without wasting time in the way school can. Being able to organise my own time and follow my own lights has definitely been to my advantage, and without home education I doubt I would be where I am today.

Chloe Watson

I was home educated for two years at primary age, and then again for most of my secondary years, having tried several schools and encountered bullying at each. Most of my studying was self motivated, and I worked my way through GCSEs and A-levels at home. From there, I went on to take a long-distance degree in Mathematics and Statistics, still studying from home. I also spent a lot of time in my teens advocating for home educated children politically, as chair of the Home Educated Youth Council, and I'm still active in my local home ed community today, running workshops for the next generation as the older kids once helped me.


Christel Bakker-Hartkamp and Peter Hartkamp

Christel Bakker-Hartkamp. Talk: Pedagogy of trust, the theory and practice of educational models based on trust

Peter Hartkamp: Beyond coercive education, book presentation

Workshop: Dealing with governments-Experience of a Sudbury school in the Netherlands, which went from criminal prosecution of parents to being fully recognized by the school inspectors.

Since 2002 Christel and Peter have worked to promote democratic education in Holland, after finding in it what they were looking for for their children. In 2007 they founded a Sudbury school in Amersfoort, 'De Kampanje', which had to close due to regulations imposed by the government.

In recent years they founded Newschool.nu, a school that was again based on Sudbury Valley School principles, and this time they have been allowed to operate by the educational system.

Christel is the author of the book 'De Kampanje Sudbury Valley School in Hollland' and co-author of 'Knowmad Society'.

Peter is the author of 'Beyond coercive education' and is a current member of the board of EUDEC.







Saturday, July 9, 2016

Programa Encuentro de Verano de Alternativas Educativas 2016 (EVAE 2016)

Programa Encuentro de Verano de Alternativas Educativas 2016
Nota: EVAE es una mezcla de encuentro/conferencia y desconferencia, y los propios participantes tienen libertad de convocar talleres, actividades y charlas que pueden surgir paralelamente con el programa inicial.

Martes 23 agosto
16:00 Hora de llegada
21:00 Cena
22:30 Música en directo, con Francisco Gómez San Miguel

Miércoles 24 agosto
9:00 Desayuno
10:00 Open Space/Anuncios
12:00 Charla introducción a la disciplina positiva: Montessori Crisálida
14:00 Comida
16:00 Taller de circo
18:30 Cuentacuentos
19:00¿Vale todo en la educación alternativa? Apuntes para la reflexión  con Txelu (En la Fila de Atrás y La Tribu) y Ani Pérez (UAM). Debate.
21:00 Cena
22:30 Fiesta de disfraces y Folk Dancing

Jueves 25 agosto
9:00   Desayuno
10:00 Open Space/Anuncios
14:00 Comida
19:30 Multiaventura (tirolina, escalada, tiro con arco)
21:00 Cena

Viernes 26 agosto
9:00   Desayuno
10:00 Open Space/Anuncios
10:30 Aprendizaje basado en juegos (taller práctico-familiar) Lu2
14:00 Comida
16:00  Aprendizaje basado en juegos (taller práctico-familiar) Lu2
19:00 Creatividad y canto improvisado, Julián Bozzo
21:00 Cena
22:30 Espectáculo de variedades: Un espectáculo de todos para todos

Sábado 27 agosto
9:00   Desayuno
10:00 Open Space/Anuncios
10:30  Aprendizaje basado en juegos (taller práctico-familiar) Lu2
11:30  La técnica Alexander, con Stefanie Mohsennia
12.00 
Taller de circo familiar con Circonciencia
14:00 Comida
16:00 Aprendizaje basado en juegos (taller práctico-familiar) Lu2
17:00 La metodología Montessori, Maestras de Educación Infantil del CEIP Clara Campoamor de Bormujos (Sevilla)
21:00 Cena
22:30 Verbena de verano

Domingo 28 agosto
9:00   Desayuno
10:00 Open Space/Anuncios
10:30 Aprendizaje basado en juegos (taller práctico-familiar) Lu2
14:00 Comida
17:00 Final del encuentro

También habrá juegos en la piscina, taller de pulseras, teatro infantil, actividad de barro, ultímate werewolf, atrapar la bandera, fiesta de globos de agua, fútbol, baloncesto, tenis de mesa, juegos espontáneos, conversaciones informales de todo tipo, y lo que se nos ocurra una vez allí...