Deschooling

Deschooling Definition

Deschooling refers to a philosophical movement advocating for the abolition of formal, institutionalised education systems, based on the premise that schools are inherently damaging to individual development. Proponents argue that conventional schooling functions not as a vehicle for knowledge acquisition but as an apparatus that indoctrinates students into the views of the ruling class, stifles creativity, and trains individuals into passive consumers, thereby serving to demean and exclude various social groups.

Origins and Context

The arguments associated with deschooling gained traction in the late 1960s and early 1970s, emerging from a widespread dissatisfaction with the nature of industrial society and the concentration of political and economic power. This movement drew upon earlier critiques regarding the role of education in societal development, notably those presented by figures such as René Dumont. While Ivan Illich’s Deschooling Society (1971) is often cited as a defining text, the ideas were also influenced by thinkers like Paulo Freire and Paul Goodman. Deschooling was influential across both the United States and the United Kingdom, although Illich and Freire primarily developed their theories from a Latin American perspective.

Core Tenets

The central philosophy of deschooling posits that learning and education are integral to all life experiences and social relationships, rather than being monopolised by formal schooling. Deschoolers contended that in the ‘Third World’, the curriculum must instead be built upon pupils’ lived experiences, providing relevant knowledge and skills. They argued that conventional educational structures operate coercively, enforcing obedience and preparing pupils for specific roles through the hidden curriculum, thereby devaluing alternative forms of non-school knowledge.

Alternatives and Critique

The movement suggested alternatives to institutional schooling, including models involving travelling teachers, the reintroduction of the old European ‘friar’ model, and the establishment of information exchange networks facilitated by modern technology. Critics noted that while deschooling successfully challenged the notion that schooling is inherently beneficial, it risked oversimplifying the complex relationship between schools and society. Furthermore, some observers argued that in attempting to denounce all flaws within the system, the movement neglected successful elements, leaving open the question of whether abandoning traditional schooling would genuinely benefit those who advocated for its dismantling.