Here are 100 books that Deschooling fans have personally recommended if you like
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I have always been fascinated by stories that use darkness in plot and character growth. As a former funeral director, I find stories with death—whether it’s the power of death, the death of a loved one, or something similar—to be really poignant. I always write books that embrace the darkness, and I love to see how characters come out on the other side. I hope you enjoy these books as much as I do!
Naomi Novak could write anything, and I would read it, but I am a sucker for dark academia.
Well, this one takes the cake with a school that is actively trying to kill the students. While this book is pretty dark in parts, it was the instances of light that really kept me reading the entire series.
There were many times I wasn’t sure where it would lead, but I was never disappointed by what I discovered.
Enter a school of magic unlike any you have ever encountered.
There are no teachers, no holidays, friendships are purely strategic, and the odds of survival are never equal. Once you're inside, there are only two ways out: you graduate or you die.
El Higgins is uniquely prepared for the school's many dangers. She may be without allies, but she possesses a dark power strong enough to level mountains and wipe out untold millions - never mind easily destroy the countless monsters that prowl the school.
Except, she might accidentally kill all the other students, too. So El is trying…
I attended school for fourteen years, experiencing a wide range of different school types, from an experimental child-centred school in Washington DC to a Steiner school in rural Wiltshire to an all-girls’ comprehensive school in Bath. I hated school and my teachers and peers frequently hated me. In revenge, I became a historian of childhood and education in modern Britain so I could try and work out why school was so bad, and why children and teenagers are not listened to in British society. I did my PhD in History at the University of Cambridge and am now an Academic Track Fellow in History at Newcastle University.
Plenty of sociologists have gone into schools and tried to work out what kids think, but few have written about the experience as clearly, directly, and thoughtfully as Corrigan.
Corrigan did research with teenage working-class boys who attended two different schools in Sunderland in the early 1970s. He found, in short, that these boys did not like school; they especially did not like the fact that they were forced to go. This made Corrigan question why we make young people attend institutions that they hate, and which they do not benefit from.
Despite recent ‘progressive’ reforms in education, nothing had changed: ‘they didn’t like [school] when it was all maths and exams; they now didn’t seem to like it when it was all civics and projects’.
I attended school for fourteen years, experiencing a wide range of different school types, from an experimental child-centred school in Washington DC to a Steiner school in rural Wiltshire to an all-girls’ comprehensive school in Bath. I hated school and my teachers and peers frequently hated me. In revenge, I became a historian of childhood and education in modern Britain so I could try and work out why school was so bad, and why children and teenagers are not listened to in British society. I did my PhD in History at the University of Cambridge and am now an Academic Track Fellow in History at Newcastle University.
As Cunningham and Lavalette argue, there have been school strikes in Britain for as long as there have been schools.
This fascinating popular history is the only book I know of that tells the story of these strikes from the ‘children’s rebellion’ that kicked off in Scotland in the 1880s to the mass walkouts in 2003 to protest against war in Iraq. (I, too, marched against this war as a sixteen-year-old.)
It shows that the same arguments have always been used against student strikers: they are just ‘bunking off’, copying adults, or controlled by more powerful forces. But young people have led their own movements over and over again, recognising that schools are their workplaces, and refusing to go to them is an effective way to protest.
Young people, we are told, are totally disengaged from political debate. True, distrust of the Westminster political game has alienated many. But as soon as an opportunity arises to effect real change - whether that's the independence referendum in Scotland or Jeremy Corbyn's election as Labour Party leader - young people have engaged, enthusiastically and in numbers.In late 2010 young students left their schools and sixth form colleges to join mass demonstrations against cuts and student fees. In much of the press they were dismissed as truants, easily led and unthinking. But, whenever they were given a chance, young students…
I attended school for fourteen years, experiencing a wide range of different school types, from an experimental child-centred school in Washington DC to a Steiner school in rural Wiltshire to an all-girls’ comprehensive school in Bath. I hated school and my teachers and peers frequently hated me. In revenge, I became a historian of childhood and education in modern Britain so I could try and work out why school was so bad, and why children and teenagers are not listened to in British society. I did my PhD in History at the University of Cambridge and am now an Academic Track Fellow in History at Newcastle University.
Alexander, an anthropologist, spent a year in a comprehensive school in south-east England between 2007 and 2008 (only a couple of years after I left school myself).
He found that a key job of schools in modern British society is to teach students to ‘act their age’. To be a successful student, young people had to fit into the right set of age-norms. They were expected to become more ‘adult’ as they moved up the school, but adopting ‘adult’ behaviours too early could get them into trouble.
Alexander’s book is full of wonderful reflections on ‘growing up’ from young people themselves. Dominic, a sixth-form student, told him: ‘it seems so contrived in some people, you know, they’re like “well I’m an adult, I’ll act like this!... yeah well I’m 18 so I better… you know”’.
This book examines the nature of age as an aspect of social identity and its relationship to experiences of formal education. Providing a new and critical approach to debates about age and social identity, the author explores why age remains such an important aspect of self-making in contemporary society. Through an ethnographic account of a secondary school in the south-east of England, the author poses three principal questions. Why are schools in English organised according to age? How do pupils and teachers learn to 'act their age' while at school? Ultimately, why does age remain such an important and complex…
My field of work involves research in self-development and in devotional improvement. I write and lecture about the need to allow the devotional conversation to feel its living experience; in this way knowledge, above a perception created through tradition, about what is believed can keep and sustain the conversation. My joy is in allowing people to think about the nature of their human being and of their devotional conversation. Liberty of the mind to experience life through no other lens but that of what self has discovered, examined, and proven, is the type of liberty we should all strive for, and I feel as though these books, in their own way, get this done.
If interested in reflecting on the point of “education,” this book is a must-read. Giving to the reader a philosophical take on “schooling,” Illich forces you to think about just what “school” is about. Is “school” about achieving grades or character? Is “school” about self-discovery, or is “school” about leading minds into becoming the perfect “citizen”? Illich challenges the current educational paradigm to awaken minds to realize that there is more to “school” than burdening children with a curriculum that fails to relate to them.
Schools have failed our individual needs, supporting false and misleading notions of 'progress' and development fostered by the belief that ever-increasing production, consumption and profit are proper yardsticks for measuring the quality of human life. Our universities have become recruiting centers for the personnel of the consumer society, certifying citizens for service, while at the same time disposing of those judged unfit for the competitive rat race. In this bold and provocative book, Illich suggest some radical and exciting reforms for the education system.
Writing my first book, I found out how dependent my thinking about the world beyond my doorstep was on language made up by engineers (“Please don’t block the driveway”). Engineering language defined how I saw the street. It was a shock to realize how severely this had limited my thinking about public space but also a liberation to become aware of this: now I could perceive streets in completely new and different ways. The books I recommend all have made me perceive the world differently. I hope they do the same for you. Also, see the recommendations by my co-author, Marco te Brömmelstroet.
This little book from 1973 made me realize I wrongly believed that all technological advancement was progress. Why should it be? With every invention that promises to make life easier, ask this question, says Illich: "Will this make me a more independent, capable human being? Or will human qualities be made obsolete?"
In the Middle Ages, people built cathedrals without burning fuel. We have since lost this ability. Is that progress? Ivan Illich introduces the concept of radical monopolies: industrial processes that make non-industrial activities impossible. "Cars can [...] monopolize traffic [...] practically ruling out locomotion on foot or by bicycle in Los Angeles." Likewise, funeral systems rule out the possibility of burying a loved one ourselves.
Illich is a radical philosopher of thin books, best read slowly.
Ivan Illich argues for individual personal control over life, the tools and energy we use. A work of seminal importance.
The conviviality for which noted social philosopher Ivan Illich is arguing is one in which the individual’s personal energies are under direct personal control and in which the use of tools is responsibly limited. A work of seminal importance, this book claims our attention for the urgency of its appeal, the stunning clarity of its logic and the overwhelmingly human note that it sounds.
I have an annoying habit of figuring out why someone says or believes what they do—and think that is more interesting than their actual ‘truth’. I try to keep this in check during social events (it can make for painful dinner table conversations if I go too far). Still, it means the general take on the medical humanities (and I’d put all the books below in that wide category) is something I’m passionate about. Why do we believe what we do about health? About disease? About the body? And why do we think medical doctors have the truth for us?
Everything is relative…and this book makes me feel like a normal person. Ivan Illich is one of the 20th century’s great thinkers (google him), and he has inspired many of the current critical studies fields that are gaining headway in the academy.
He was a man of principles. In this book, he lays out his principled reasons for why our current medical industrial complex in the West is making us unhealthy and unhappy. And what an alternative would look like. You did google him, right? So, you know what that alternative made him look like in the end…
"The medical establishment has become a major threat to health." This is the opening statement and basic contention of Ivan Illich's searing social critique. In Limits to Medicine Ivan Illich has enlarged on this theme of disabling social services, schools, and transport, which have become, through over-industrialization, harmful to man. In this radical contribution to social thinking Illich decimates the myth of the magic of the medical profession.
Curious about Ancient Rome and especially about gladiators, I asked myself, who were the backstage team of the Colosseum? The more I searched for the team, the more I realised there was hardly any mention of them. If there were hundreds of animals, dancers, singers, gladiators, criminals, and more about to be shown off to an audience of 60,000, who was planning and managing it all? And so I created the Colosseum’s backstage team – a retired centurion called Marcus and his scribe Althea, along with a motley crew of slaves, a prostitute, a street boy, even a retired Vestal Virgin… they came alive for me while researching and I eventually created a four-book series.
A superb title and an irresistible page-turner. I could have filled whole novels with the jobs described here. Each role was interesting in its own right but also collectively built up really interesting cultural insights. A very strong sense of daily life in all its fun and messiness and a brilliant book to engage not just adults but (with a bit of redaction!) older kids too.
Vicki Le?n, the popular author of the Uppity Women series (more than 335,000 in print), has turned her impressive writing and research skills to the entertaining and unusual array of the peculiar jobs, prized careers and passionate pursuits of ancient Greece and Rome.
From Architect to Vicarius (a deputy or stand-in)-and everything in between-Working IX to V introduces readers to the most unique (dream incubator), most courageous (elephant commander), and even the most ordinary (postal worker) jobs of the ancient world. Vicki Le?n brought a light and thoughtful touch to women's history in her earlier books, and she brings the…
Early observations of power and privilege came from growing up around my Pulitzer Prize-winning father, Richard Eberhart, and his circle of iconic literary friends. During my long career advising top executives, I came to understand the dynamics of male power and privilege and its fit with individual personality. In their corner suites, I listened to CEOs interpret their pasts and envision their futures while the best of them uncovered their real fears and vulnerabilities. As these (mostly) men confronted their own mythologies and legacies, I, too, got to examine mine—recognizing that the best way to change our companies and our lives is to change ourselves.
This book held my hands to a high bar while accumulating, through good storytelling, the truths of a company, both clear and nuanced, as I searched for them in the early George A. Hormel & Company.
Arsenault’s book upends many beliefs we hold about “good companies” that provide stable, long-term jobs to hundreds of employees, like this prominent and popular paper mill in Mexico, Maine, where Arsenault’s family worked through multiple generations. The long-term economic safety and security that employees had felt for years is upended by their numerous life-threatening, sometimes intractable, cancers.
I loved this book for its investigative environmental journalism, its exposure of truths the powerful did not want to be exposed, and its influence on my own research.
In Mill Town "[Kerri] Arsenault pays loving homage to her family's tight-knit Maine town even as she examines the cancers that have stricken so many residents."-The New York Times Book Review
"Mill Town is a powerful, blistering, devastating book. Kerri Arsenault is both a graceful writer and a grieving daughter in search of answers and ultimately, justice. In telling the story of the town where generations of her family have lived and died, she raises important and timely questions." -Dani Shapiro, author of Inheritance
Kerri Arsenault grew up in the rural working class town of Mexico, Maine. For over 100…
As a kid I loved visiting the local history museum, wandering through the dusty displays of taxidermy buffalo and medieval helmets. I enjoyed the creepy feeling I’d get when I stood next to the wax figures and looked at their frozen faces and not-quite-right hair. As I grew older, I became more interested in seeking out weird and unusual history, and it became a passion throughout my teenage years and into adulthood. Now, I’m able to combine my love of the creepy and occult with historical research. I teach U.S. history at SUNY Brockport, I co-produced Dig: A History Podcast, and I am the co-author of my new book (below).
This book wrecked me; it’s such a deep dive into the lives of the woman brutally murdered by Jack the Ripper. Rubenhold reconstructs their lives with great empathy, bringing them to the forefront of the story. The five were real women who felt love, pain, and hope—not faceless victims of sensationalized murder.
These women are often portrayed as “five prostitutes” in pop culture, but Rubenhold shows that there is no evidence of sex work for most of the women. This book pulls back the curtain on the tension, violence, poverty, and heartbreak in Victorian London. This book brought me to absolute tears.
THE #1 SUNDAY TIMES BESTSELLER WINNER OF THE BAILLIE GIFFORD PRIZE FOR NONFICTION 2019 'An angry and important work of historical detection, calling time on the misogyny that has fed the Ripper myth. Powerful and shaming' GUARDIAN
Polly, Annie, Elizabeth, Catherine and Mary-Jane are famous for the same thing, though they never met. They came from Fleet Street, Knightsbridge, Wolverhampton, Sweden and Wales. They wrote ballads, ran coffee houses, lived on country estates, they breathed ink-dust from printing presses and escaped people-traffickers.
What they had in common was the year of their murders: 1888.
