Intellectual Indignation: Getting at the Roots of Student Resistance in an Alternative High School Program

Abstract

Introduction Mention of term evokes variety of responses from variety of perspectives. This variety implies that there is belief in more than one effective way to educate children. Alternative suggests an approach different from norm. However, for many, alternative means education for bad kids, plain and simple. term is often connected with delinquent children. This was reflected in review of literature on alternative education, large portion of which dealt with programs associated with juvenile justice system (e.g. Bikerstaf, 1997; Ball, 1997; Herbst, 1987; Mesinger, 1986). In terms of history of alternative education, it can be traced least as far back as John Dewey and his radical ideas on progressive education. In terms of an organized movement (albeit loose organization), however, 1960's and 70's are generally seen as beginning (Neumann, 1994). Neumann(1994) writes that what alternative schools generally have in common is the centrality of learner and his or her experience, importance of personal meaning, and repudiation that there is one best way to educate all (pg. 548). In fact, as Sanoff (1994) writes, the very high rate of high school dropouts each year supports assertion that standard offerings do not meet needs of all (pg. 97). Alternative education has taken many different forms in terms of structure (separate schools, schools-within-schools, and part-time programs) and have been developed with as many philosophies including, but not limited to, theme based, culturally-centered, and religiously-affiliated. Alternative programs are sometimes designed to promote particular philosophy, but are often for student who has been unsuccessful in typical or mainstream educational setting; students identified as (Freisen, et al, 1999). present study focuses on latter. In this study, I will examine one alternative education program in particular. First, I will provide background information on program, how I came to be involved with it, and method of data collection. Background Branton Institute (BI) is small, full day, one year, alternative program associated with Baldwin Public School district located in suburb of mid-western city. Although Baldwin High School(BH) is approximately 50% African American and 50% European American, Branton Institute, its alternative program, is overwhelmingly African American and male. Underachieving but capable students are invited to Branton Institute primarily from eighth grade class of high school's feeder elementary program, ninth and on rare occasions, tenth grade of Baldwin High School. Of four categories of programs for at risk students outlined by Duke and Canady (1991), Branton would be considered remediation program. The purpose of remedial/compensatory programs is to intervene in regular educational program of at-risk students in order to correct learning deficiencies and increase odds that students will improve their performance in conventional classroom settings (pg. 58). mantra of Branton Institute is a second chance. This program is viewed as providing second chance to experience academic success Baldwin High. Although students are invited, decision to attend is left to families. capacity is set 75 students. Sixty-four students accepted challenge. first school year ended with 57 students. When studying an alternative school, one of first questions that comes to my mind is what's different about it. Sanoff(1994) suggests that alternative schools involve choice and they must be different from standard school in community (pg.98). I would find over course of year that what was different related primarily to class size, teachers' attitudes, and physical space. …