Ragged Schools: The School Day

The Ragged Schools started as a social practice and gained so many practitioners that it became a movement in Britain.  The urge for free education and social provision of communities led to so many positive externalities that in the 1870s the Forster government absorbed the Ragged Schools infrastructure built by the communities and bankrolled it as a central function of government.  This history is the story of how the provision of a public good came to be understood as more valuable to a country than choosing not to make social provision. Read more…

Experiments in Education: The Possibility of the 19th Century Auditor Today

As a series of independent experiments on how educational activities and trajectories can be formulated ‘in the wild’ – that is outside of enrollment in a formal institution of education – I became interested in examining what coalescent interactions can be tuned into to serve these purposes.  The guiding compass for the focus is to exclude finance as a fundamentally problematic thing for the greatest number of people; at the same time, points on this compass are to explore symbiotic relationships with those who manifest education within formal institutions. Read more…