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- Vol 4 RE: Chapter 15, App C
democratic school governancestudent decision-makingvoluntary classescommunity accountabilityinformal apprenticeshipschool autonomyBook Evidence summaryAt a glance
Greenberg describes daily life and the educational philosophy of Sudbury Valley School through short narratives about students, staff, play, age mixing, learning, governance, discipline, and responsibility. Students decide how to use their time; classes arise voluntarily; and the School Meeting, in which each student and staff member has one vote, controls rules, budgets, staffing, and institutional affairs.
Key ideas
A judicial process addresses alleged rule violations, joining freedom with due process and community accountability. The stories argue that curiosity, persistence, informal apprenticeship, conversation, and access to people and resources can generate substantial learning without a compulsory curriculum, grades, or age-based progression. The book is a founder’s interpretive account and advocacy text, not an independent outcome evaluation. Its examples demonstrate how one long-running school operationalises democratic education but cannot establish effects for all children.
Why it matters
Readers should distinguish the model’s principles from causal evidence and consider accessibility, safeguarding, additional learning needs, cultural context, and the resources required to sustain genuine choice.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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