Location: United States
Member Since:
June 28, 2020
Wayne Jennings
Smashwords book reviews by Wayne Jennings
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Another Way is Possible - Becoming a Democratic Teacher in a State School
on July 25, 2020
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Another Way is Possible - Becoming a Democratic Teacher in a State School describes the remarkably journey of Derry Hannam, an educator in the British school system. Hannam, who on-the-job, trusted and listened to students and who by his actions deserves notice as an authority on democratizing public education. His early teaching efforts were perilous as a progressive teacher in a less than a sympathetic era for experiential schooling. Hannam’s experience draws the reader in as if one were a fly on the wall observing his interactions with students, skeptical colleagues, and school administrators. He possessed an unusual degree of practical skills though he modestly described his action as “making it up as we go along” His teaching, guided by an internal democratic compass celebrated learner interests. Hannam became recognized as a skilled teacher and climbed the ranks to became a state inspector of schools. He encountered the Summerhill School and observed its disregard for traditional school requirements but how it honored student self-directed learning. The term, “student-directed learning” takes us from reform of education to transformation of education. The keyword “centered” as in student-centered contrasts with “directed” meaning the student takes charge of learning rather than the school with its predetermined content, textbooks, and teacher-led lessons. Hannam understands this crucial difference. Hannam captures the spirit of student-directed learning with emphasis on the utmost positive regard for the thinking of students. And, in fact, Hannam poses a democratically organized classroom or school as a human right citing international concurrance. For Hannam, “student voice,” an often used term among educators, is tepid and lacking the authencity of true listening to students and giving learners space to direct their education. Hannam’s during a forty-year career in education honed a clear and consistent voice for believing that students act with their interests capturing enduring learning. Hannam’s familiarity with constructivist education displays a scholarship well beyond the teacher preparation professors I have known. More than an understanding of the underpinnings of experiential learning, Hannam’s professional career mindset acted on the implications of constructivism, not just by talk or what too often passes as scholarly discourse. I found it fascinating to compare his work with the British system of schooling to the education system of the United States Hannam cites progressive educators in the both countries. He also shows great familiarity with historical and current luminaries for their support of a wholesale transformation of schooling. Like many calls for constructivist schools, changing leadership and political conflicts often subdue recommendations. This book gives the readers a thorough examination of current education and a compelling rationale for respecting children and youth. I highly recommend this exciting book. You will find it enlightening, well-written, an easy read, and most important, an adventure in student-directed schooling.