Where does the Long-View model come from, in terms of its theoretical orientation? How does it compare to other educational experiences? Since Winter Break, Amber Band – generally, this year’s oldest group of Long-View learners – has considered these questions and more as a part of a sustained inquiry into pedagogical models in Literacy Block. Dr. Flider, who leads Amber Band in Literacy, described the goals of the unit, saying “the idea here is to really give the learners an intimate sense of the educational project that is Long-View and the way that it truly is informed by two hundred years of pedagogical thinking. I also want them to be more informed "consumers of education" as they move into high school and college.”
In service of these goals, learners have listened to their teachers describe their own formative experiences in the “Educators on Education” interview series; read theories of education by writers from Bronson Alcott to Paulo Freire; debated each other over best practices; and conducted their own research into areas of interest in this field.
Today’s post features the research writing of Amber Band learner Makhai Lee: “Education in the Juvenile Justice System.” We’ll examine several excerpts from Makhai’s essay (full text here)….
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