2018 Volume 85 Issue 2 Pages 175-185
This paper examines the crossroads free schools face today, as the Educational Opportunity Law has passed. The public education system is involved in complicated problems, including the necessity of coping with the socio-economic gap of educational opportunity and the increasing demands to develop children's competency to handle globalization. In this situation, political attention is being paid to free schools as a possible way to solve these educational problems. In the near future, free schools may be recognized as public compulsory education. To correct social injustice, according to Fraser, we need both the perspectives of redistribution and recognition, in other words socio-economic practices and symbolic change.
Many approaches to alternative education emerged in the 1980s and 1990s. The free school movement, mainly directed at children not attending other schools, has continued to this day. According to reports of national research data on free schools, many are small in size, enabling holistic educational practices. On the other hand, their practices are hard to understand from outside. In the present situation, it is difficult for many schools to associate with free schools.
Recently, the creation of a peer-review system for free schools has been proposed. This is a movement to integrate alternative education into the public education system, involving financial support and governance under public control. The free school movement is inevitably to be entangled in the trends of assessment and marketization.