Historically, there were a diversity of approaches to education. One of those, with its origins in Prussia in the 1700s, has become hegemonic, so much so that it's fundamental attributes are accepted without question in almost all of formal education, regardless of level (school, university, vocational college, etc), source of funds (public or private) or mode (in-person, virtual, or hybrid). Much of it is even accepted (and sometimes imposed on) on "home"schooling* :
- Education is something done to students by educators (who are always adults)
- There is someone other than the student responsible for their education (doesn't matter whether they are called Teachers, Facilitators**, or anything else) - this is the person who is "doing" the education to the students, who is an authority figure.
- The goals of education are decided by educators / administrators / policy makers. Students may have some limited choice within a curated selection.
- Education is individualistic - it develops each individuals skills, knowledge, attitudes etc (i.e. it is modeled that all of these attributes are located within the particular individual - if they go to another environment they will take their skills, knowledge and attitudes with them)
- Education must be assessed to ensure "quality" - students are often assessed by exams, but the exact means doesn't matter; the problem is that it is foisted on the student even if the student does not wish to do be assessed in that way and/or at that time. Educators are also assessed by inspectors.
- Education must be recognized by certifications or qualifications
- There must be a curriculum (even if it is called a personalized or individualized curriculum, it is still a curriculum). The issue is not about whether the curriculum only comprises academics, but that it is presumed that learning must follow a curriculum. (Of course there is some reluctant recognition of a non-curriculum based "informal education", but that is marginalized because it doesn't lend itself to credentials)
- Educators must be professionals who have completed the prescribed training and have the appropriate certifications or license. (This does not apply in the case of home-schooling, but the absence of teaching qualifications is a criticism that home-schoolers often face.)
- More education is better, completing education faster is better.
If you are wondering "what rubbish is this? of course education has to do those things" then it means you have accepted the hegemonic view.
What does dehegemonized education look like?
Note: "student" here does not have the same meaning as in the above list - there, the term student confirmed that they were located within a student-educator hierarchy. Here, everyone in the community a student at different places in their unique educational journey.
- Education is something done by students. They can be supported (in ways that they consent to) by a variety of people without discrimination by age or credentials.
- Only the student is responsible for their educational goals based on what is meaningful to them. Consensual support applies here too.
- Students decide the goals of their education without arbitrary limits. This can be revised at any time. Consensual support applies here too.
- Skills, Knowledge, Attitudes are seen to reside within the interaction of the individual with his/her community, which means more communal pursuits than individual.
- Students can request feedback from anyone they trust, by a variety of people without discrimination by age or credentials.
- Nobody is assessed without informed consent.
- There is no pursuit of qualifications or credentials by default. The student may construct a portfolio and build a network of people who can endorse the student (based on work done) if they need to convince a potential employer of their capabilities. This can include examinations if the student wishes it.
- There is no requirement for a curriculum although those who find it useful to have one may choose to do so, and should be entitled to receive the support they request.
- Anyone can provide educational support as long as the student trusts them to perform that role. This can include other students (who are often in a better position to assist as they understand the struggle)
- Each student decides how much education they want, and how quickly they wish to go about it.
Read more about how the hegemonic approach is inverted here.
* "home" because in many cases it is not limited to the home, it is just that the responsibility lies with someone at home rather than at school.
** The distraction of "Progressive Education" (guide-by-the-side instead of sage-on-the-stage etc) is still part of this hegemony, and it is not even accurate to call what it is trying to replace "traditional", because there were a variety of traditional educational systems that didn't look anything like what the term is now used to describe.