Roles and Functions of Education » De-schooling Movement

What you'll learn this session

Study time: 30 minutes

The origins and key principles of the de-schooling movement
Ivan Illich's critique of formal education systems
Alternative educational approaches proposed by de-schooling advocates
Case studies of de-schooling in practice
Strengths and limitations of the de-schooling perspective
Relevance of de-schooling ideas in contemporary education debates

🔒 Unlock Full Course Content

Unlock This Course

The De-schooling Movement: Challenging Traditional Education

The de-schooling movement emerged in the 1960s and 1970s as a radical critique of formal education systems. It questioned whether schools were actually fulfilling their supposed functions and suggested alternatives to traditional schooling. At its core, the movement challenged the very idea that education must happen within the walls of formal institutions.

Key Definitions:

De-schooling: The process of moving away from formal, institutionalised education systems toward more self-directed and community-based learning.
Hidden curriculum: The unwritten, unofficial and often unintended lessons, values and perspectives that students learn in school.
Learning webs: Networks of learning resources and opportunities available throughout society, not confined to educational institutions.

Ivan Illich: The Father of De-schooling

The de-schooling movement is most closely associated with Ivan Illich, who published his influential book "Deschooling Society" in 1971. Illich was a radical social critic who believed that institutions like schools often end up working against their stated aims.

📖 Illich's Key Arguments

Illich argued that schools:

Create dependency rather than independence
Confuse teaching with learning
Confuse credentials with education
Reproduce social inequalities rather than reducing them
Monopolise the definition of what counts as "education"

💡 The Hidden Curriculum

According to Illich, schools teach students to:

Accept hierarchical authority
Value themselves based on external judgement
Consume knowledge passively rather than create it
Conform to institutional expectations
See learning as something that happens only in special places at special times

Illich's Alternative Vision

Rather than simply criticising schools, Illich proposed alternatives. He envisioned a society where learning resources would be freely available to all and where people would learn through self-motivated exploration and community engagement.

👥 Learning Networks

Communities would create networks connecting learners with resources and people who could share skills and knowledge.

🛠 Skill Exchanges

People would teach practical skills to others, creating a system where everyone is both teacher and learner.

🏠 Community Resources

Public spaces like libraries, workshops and laboratories would be accessible to all for self-directed learning.

Other Key Thinkers in the De-schooling Movement

Paulo Freire

Though not strictly a de-schooling advocate, Brazilian educator Paulo Freire's ideas aligned with many de-schooling principles. In his book "Pedagogy of the Oppressed" (1968), Freire criticised what he called the "banking model" of education, where teachers deposit knowledge into passive students. Instead, he advocated for "problem-posing education" where learners actively engage with real-world issues.

John Holt

American educator John Holt began as a school reformer but eventually became an advocate for homeschooling and "unschooling" - a child-led approach to learning outside formal institutions. His books "How Children Fail" (1964) and "How Children Learn" (1967) argued that traditional schooling often stifles children's natural curiosity and learning abilities.

Case Study Focus: Summerhill School

Founded by A.S. Neill in 1921, Summerhill School in Suffolk, England, is often cited as an example of de-schooling principles in practice. Though it is a school, it operates on democratic principles where:

Students decide whether to attend classes
School rules are made through democratic meetings where staff and students have equal votes
Learning is seen as a natural process that shouldn't be forced
Play is valued as much as formal learning

Despite facing closure threats from education authorities, Summerhill has survived for over 100 years and continues to challenge conventional education approaches.

Contemporary Forms of De-schooling

While few societies have fully embraced de-schooling, many of its ideas have influenced alternative education approaches:

🏠 Homeschooling & Unschooling

Families who educate their children outside formal institutions, often following child-led learning approaches. In the UK, around 60,000 children were being homeschooled in 2021, with numbers rising during the COVID-19 pandemic.

🏫 Democratic Schools

Schools where students participate in decision-making about their learning and school governance. Examples include Summerhill School in the UK and Sudbury Valley School in the USA.

💻 Online Learning Communities

Digital platforms that enable self-directed learning through videos, forums and peer-to-peer teaching. These include Khan Academy, YouTube educational channels and coding communities.

🌎 Free Schools & Community Education

Locally organised educational initiatives outside mainstream systems, often focusing on practical skills and community needs.

Evaluating the De-schooling Movement

Strengths of the De-schooling Perspective

Questions assumptions: Challenges us to think about what education is for and whether schools achieve these aims
Highlights inequalities: Shows how formal education can reproduce social divisions rather than reduce them
Promotes autonomy: Values self-directed learning and intrinsic motivation
Recognises diverse learning: Acknowledges that meaningful learning happens in many contexts, not just classrooms
Influenced reforms: Many mainstream schools now incorporate elements of student choice, project-based learning and community connections

Criticisms and Limitations

Practical challenges: Complete de-schooling would require massive social reorganisation
Equity concerns: Without structured education, disadvantaged groups might have less access to learning opportunities
Certification needs: Modern economies often require formal qualifications for employment
Social functions: Schools serve important socialisation and childcare functions that would need alternatives
Idealistic view: May overestimate people's natural motivation to learn difficult but important subjects

De-schooling in the Digital Age

The internet has created new possibilities for de-schooling ideas. Today, anyone with internet access can:

Take university courses through platforms like Coursera and edX
Learn practical skills through YouTube tutorials
Join online communities focused on specific interests
Access vast libraries of information for free

The COVID-19 pandemic accelerated this trend, as millions of students worldwide experienced learning outside traditional classroom settings. This has reopened debates about where and how education should take place.

Conclusion: The Legacy of De-schooling

While few would advocate completely dismantling schools today, the de-schooling movement has left an important legacy. It reminds us to question whether our educational institutions are truly serving their stated purposes, to recognise learning that happens outside formal settings and to consider how education might better promote freedom, creativity and social justice.

The movement's core questions remain relevant: What is education for? Who should control it? How can learning be more equitable, meaningful and connected to real life? As education systems face new challenges in the 21st century, these questions continue to inspire debate and innovation.

🔒 Test Your Knowledge!