Session Information
23 SES 13 C (JS), Schooling and Education after Neo-Liberalism
Symposium, Joint Session NW 14 and NW 23
Contribution
Models of individual economic achievement as a basis for securing continued growth and widespread wellbeing are being questioned, as the interdependence of systems and individuals in achieving security, economic resilience and progress are increasingly recognised (e.g. Goodwin 2001). Thus alternative models of education might need to be considered that locate interdependence, mutuality and co-operation at their heart. What is offered by the 130 year history of co-operative education? We draw on one authors’ thirty year experience of building co-operative economic approaches and twenty years experience in co-operative education and training environments in Portugal, report on the recent network of over 150 co-operative schools in the UK and alternative educational movements. Rather than education as the means by which individuals are rescued from their communities, thereby positioning education as the means of community destruction, co-operative models would see education as a resource for building resilient communities in the context of interdependent and networked systems. Thus: does co-operative education have the potential to offer a new educational practice for new post-neo-liberal times? We argue that it does. Goodwin, N. (2001) Civil Economy and Civilized Economics: Essentials for Sustainable Development, Global Development And Environment Institute, Working Paper No. 01-01 January
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