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Работа на тему: Один вопрос, два ответа: анализ книг «Саммерхилл: радикальный подход к воспитанию детей» и «Педагогика угнетённых» в контексте культурных трансформаций 1960-х
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Описание работы

МИНИСТЕРСТВО НАУКИ И ВЫСШЕГО ОБРАЗОВАНИЯ РОССИЙСКОЙ ФЕДЕРАЦИИ
Федеральное государственное автономное образовательное учреждение высшего образования
«ТЮМЕНСКИЙ ГОСУДАРСТВЕННЫЙ УНИВЕРСИТЕТ»
ШКОЛА ПЕРСПЕКТИВНЫХ ИССЛЕДОВАНИЙ (SAS)

РЕКОМЕНДОВАНО К ЗАЩИТЕ В ГЭК

ВЫПУСКНАЯ КВАЛИФИКАЦИОННАЯ РАБОТА
бакалаврская работа
ONE QUESTION, TWO ANSWERS: ANALYSING SUMMERНILL: А RADICAL APPROACH ТО CНILD REARING AND PEDAGOGY OF ТНЕ OPPRESSED IN ТНЕ CONTEXT OF 1960S CULTURAL TRANSFORМA TIONS / ОДИН ВОПРОС, ДВА ОТВЕТА: AНAЛИ3 КНИГ «САММЕРХИЛЛ: РАДИКАЛЬНЫЙ ПОДХОД К ВОСПИТАНИЮ ДЕТЕЙ» И «ПЕДАГОГИКА УГНЕТЁННЫХ» В КОНТЕКСТЕ КУЛЬТУРНЫХ ТРАНСФОРМАЦИЙ 1960·Х

Код и наименование направления подготовки
50.03.01 Искусства и гуманитарные науки
Профиль «Культурные исследования»

Тюмень 2023

DECLARATION OF ORIGINALITY
By submitting this research project, I hereby certify that: I am its sole author and that any ideas, techniques, quotations, or any other material from the work of other people included in my research project, published or otherwise, are fully acknowledged in accordance with the standard referencing practices of my major; and that no third- party proofreading, editing, or translating services have been used in its completion.
Polina Avgustenyak

WORD COUNT: 12074
TABLE OF CONTENTS
ABSTRACT 5
INTRODUCTION 6
CHAPTER 1. SUMMERHILL STORY… 9
CHAPTER 2. PEDAGOGY OF THE OPPRESSED STORY… 17
CHAPTER 3. CULTURAL CONTEXTS 20
CHAPTER 4. PEDAGOGY OF THE OPPRESSED 34
CHAPTER 5. SUMMERHILL 37
CHAPTER 6. NEILL AND FREIRE 41
CONCLUSION 46
BIBLIOGRAPHY 49

ABSTRACT
This study aims to compare two educators, namely Alexander Sutherland Neill and Paulo Freire, in terms of their understandings of pedagogy. The parallel is drawn upon several factors, one of the major ones of which is their relation to the cultural transformations of the 1960s. This research questions how these transformations shaped the expression of alternative pedagogy in Neill’s Summerhill and Freire’s Pedagogy of the Oppressed. The emphasis is also made on what the differences of these expressions can illustrate regarding the wider social and historical factors that influenced the development of alternative pedagogy during this time period. This study argues that the said differences reflect the unique cultural and historical contexts in which the two educational approaches were developed, and illustrate the international, social, and historical elements at play in the 1960s that affected the evolution of alternative pedagogy.

INTRODUCTION
The two books this research is structured around are those of Paulo Freire and Alexander Neill. The work of Alexander Sutherland Neill came to be widely known by educationalists in the English-speaking world in 1960 via the publication of Summerhill: A Radical Approach to Child Rearing in the United States. Freire’s book, Pedagogy of the Oppressed, reached the English-speaking part of the world only in 1970. It gained widespread recognition, and the reason for that was not only in its author’s groundbreaking educational theories and practices. The book's message of empowering the oppressed through education resonated strongly with the social and historical factors of the time, thus cementing Freire's place as one of the most significant figures in alternative education. Neill has made valuable contributions to popularisation of alternative education with his book as well, and it is just as well not solely due to his experience of establishing a school with the proclaimed innovative methodology, his views on parenting and child upbringing, or his philosophy about school education in general. The strong resonance that the book caused is also owed to the significant cultural changes that the 1960s are known for. And it is not shocking: this decade, among other notable events and movements, was a signature one for education in general and alternative education in particular.
Alternative pedagogy itself is not a fixed concept, but rather something that is constantly evolving and readjusting itself in response to social and historical contexts. Essentially, even the emergence of such a multifaceted phenomenon is difficult to attribute to a single time or place. For instance, according to Sally Tomlinson, being a key component of the alternative education movement as such [Tomlinson, 2019, p. 184], alternative pedagogy was born and started gaining traction in Britain during the epochal time of the 1960s, and “the idea of the school as a place of ‘freedom’ was central to [it].” [Tomlinson, 2019, p.143] Interestingly and quite contradictory, according to Timothy Wallace Young, “alternatives in public education have existed since the very birth of American education.” [Young, 1990, p. 13] His statement is
supported by Barry M. Franklin who argues that alternative pedagogy models were “aimed at transforming the values and institutions of American society,” [Franklin, 1994, p. 3] as well as “included a critique of the traditional, authoritarian, and bureaucratic structure of the public schools and sought to promote greater flexibility, creativity, and individuality in education.” [Franklin, 1994, p. 3] Place and initial goal of emergence of alternative pedagogy are not its only uncertain characteristics: the definition of the term is not universal or concrete either. It is an umbrella term and, speaking in words of Laudan Aron, “in its broadest sense covers all educational activities that fall outside the traditional K-121 school system.” [Aron, 2006, p.3] In her report for the US Department of Labor, Aron points toward another definition of alternative schooling, this time by mentioning the officially registered one, which yet once more states that alternative pedagogy is simply any kind of pedagogy that does not fit within the scope of traditional schooling: “the Common Core of Data, the U.S. Department of Education’s primary database on public elementary and secondary education, defines an alternative education school as ‘a public elementary/secondary school that addresses needs of students that typically cannot be met in a regular school, provides nontraditional education, serves as an adjunct to a regular school, or falls outside the categories of regular, special education or vocational education.’” [Aron, 2006, p. 3] “The needs that cannot be met in a regular school” part, I believe, is of particular importance here, since these needs might be, for example, for critical thinking skills or for the skills of active political position development, which the traditional school education usually does not aim at, while the alternative education usually promises.
The pedagogies put forward by Paulo Freire in his educational philosophy and those embodied by Alexander Neill at Summerhill School, which served as the inspiration for his book, respectively, may be the most well-known examples
1 K-12 stands for the classic education that includes “Kindergarten and 12 years of basic education (six years of primary education, four years of Junior High School, and two years of Senior High School).” [The K to 12 Basic Education Program, 2012]
Brazilian and British pedagogies that uphold these ideals and principles. At Summerhill, the emphasis is on self-directed learning, democratic decision-making, and the freedom of the child to choose their own activities and pursuits. These values and principles incarnated within Summerhill have not only been a part of but also influenced alternative education movements — Summerhill has served as a model for many other alternative schools, both in Europe and in the United States. In this way, the book and the school it represents have become a hallmark of alternative education and their publication and popularity were instrumental in spreading the ideas of alternative pedagogy beyond Britain. This was possible largely because of how Summerhill: A Radical Approach to Child Rearing was published. Yet to tell this story, I need to start from the beginning.

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