Introduction

This book focuses in on discovery of EHE in particular for three reasons: (1) its radical difference, as a location for education, from school attendance of any kind; (2) the fascinating and important confluence of social, political, ethical and educational issues which meet at the juncture of EHE; (3) the common ground that EHE shares with other ‘alternatives’ in terms of theory and practice and the marginalisation of these practices within a mono-paradigmatic educational world view.

When referring to educational alternatives it is useful to note that this phrase can often be used as a term for settings outside of schools, but run along the same mentality lines as mainstream schooling. An example might be a pupil referral unit. By alternatives I do not mean this kind of provision, and I do not pay much attention to what alternative settings of the ‘mainstream’ there may be. The use of the words ‘alternative’ or ‘alternatives’ points here to radically other ways of understanding and practising education as distinct from mainstream pedagogical assumptions involving hierarchy and authoritarianisms. ‘Alternative’ is often associated with progressive education theory and practice – described by Röhrs as an holistic pedagogic and democratic approach of the whole person supported by national localised practice and an international and historical movement for educational development, albeit largely aiming to happen in the mainstream with regard to access of resources at the very least (Röhrs, 1995).

In previous chapters I introduced the idea that education is currently seen as one modality: an essentially non-paradigmatic vision at a structural level, which is developed further in Chapter Four. Educational studies and its practices allow considerable diversity but control the well-spring of differences from one core place by virtue of a limited vision. That place is education but it is still, to a large degree, determined by a ‘traditional’ chalk-talk, desk-based idea. But this is a false vision of what education is and can be. I will now expand on the three points highlighted above, which underpin why EHE is a significant part of an other vision of education. Features of the contemporary contexts for discovery of EHE in England are highlighted.

The lead up to the ‘signs of concept’ that the empirical research data (to follow in Chapter Five) allows, is a slow journey of preliminary discussions.