Cooperative education

Business education

Academies

(Non-accredited)

Universities

(Accredited)

Organizations

Cooperatively run schools

  • EdVisions Cooperative - “formed in 1994 by a group of educators living in the Minnesota River Valley of southern Minnesota. The cooperative is based upon educational entrepreneurship rather than district master agreements”
  • Schools Cooperative Society - “the apex body of the educational co-operative sector. We co-ordinate, support and give a voice to the 100s of Co-operative Trusts and Co-operative Academies across the UK”

Universities

  • Friends Institute - “Our focus is to form a reliable community of students and educators who together can turn this institute into a non-profit grassroots higher education cooperative, which will serve its members and the broader community”

Bibliography

  • Glaser, Eliane. “A cooperative university must ensure high standards.” Times Higher Education. November 30, 2017.
  • Neary, Mike and Joss Winn. “Beyond Public and Private: A Framework for Co-operative Higher Education.” Open Library of Humanities 3, no. 2 (2017).
  • Neary, Mike and Joss Winn. “The student as producer: reinventing the student experience in higher education. In The future of higher education: policy, pedagogy and the student experience (Continuum, 2009), pp. 192-210.
  • Winn, Joss. ”The Co-operative University: Labour, property and pedagogy.“ Power and Education 7, no. 1 (2015).
  • Winn, Joss. ”Democratically controlled, co-operative higher education.“ openDemocracy. April 23, 2015.
    • “if we are to have the universities we want to work in we must reconstitute their ownership and governance in a way that will permit democratic decision-making in the first place. One such response is that of member-owned and member-run co-operatives for higher education: Co-operative universities.”
    • “Since 2010, academics and individuals within the co-operative movement have been thinking the idea through, partly inspired by the way 800 schools in the UK have recently become co-operatives”
    • “There are three types of response being considered: the formal conversion of existing universities into co-operatives through legal and constitutional means; the dissolution of our institutions into de facto co-operatives by constituting research centres as co-operatives, embedding co-operative values and principles into institutional strategies, establishing taught programmes of study along co-operative values and principles, etc.; and third, the creation of new co-operative forms of higher education alongside the existing system of universities.”
    • “co-operative higher education is entirely compatible with the idea of the ‘public’ if we reconceive it as an autonomous, open, democratically governed ‘commons’: An academic commons, democratically controlled by academic and support staff, students, cleaners and others.”
  • Winn, Joss. ”Imagine… The transnational co-operative university.“ November 13, 2014.
  • Winn, Joss. ”Working towards a cooperative university for the UK.“ Times Higher Education. November 18, 2017.

Homeschooling

Homeschool cooperatives at Wikipedia.

  • Homeschool Buyers Co-op - “the worlds’ largest buyers club for homeschooling families,” actually a family business, not a cooperative
  • Princeton Learning Cooperative - Self-directed learning center, not sure it is really a cooperative, appears to be a nonprofit.

Bibliography

  • Altenberg, Lee. ”Beyond Capitalism: Leland Stanford’s Forgotten Vision.“ Sandstone and Tile 14, no. 1 (Winter 1990).
  • Amendah, Eklou and Christina Clamp. Cooperative Education Inventory Study. The Cooperative Foundation, February 2014.
    • Includes report, directory of educators, and annotated bibliography
  • Backer, David I. ”Educating the Commons Through Cooperatively Run Schools.“ In Alexander J. Means, Derek R. Ford, Graham B. Slater (eds.), Educational Commons in Theory and Practice. Springer, 2017.
  • Hill, Roderick. ”The Case of the Missing Organizations: Co-operatives and the Textbooks.“ Journal of Economic Education (summer 2000).
    • A survey of 17 distinct introductory economics textbooks from Canada and the United States. Only 6 of the 17 even mention cooperative enterprise, and generally then only very briefly. Credit unions are mentioned in almost all, but with little explanation or examination (283).
  • Kalmi, Panu. ”The disappearance of cooperatives from economics textbooks.“ Cambridge Journal of Economics 31, no 4 (2007)
    • “In this paper, I assemble a dataset of economics textbooks used at the University of Helsinki during 1905–2005 and examine how the treatment of cooperatives has changed, and what factors have led to a neglect of cooperatives in textbooks. The quality and quantity of the discussion on cooperatives is noted to be much greater in books published before World War II than in post-World War II books. I argue that the main reason for the decline is the paradigm shift from institutional to neoclassical analysis, which led to a neglect of the potential of cooperatives in addressing social problems.”
    • Documents how the definition of cooperatives in textbooks after WWII started being perverted (such as in Boulding's classic text) or ignored entirely (as in Samuelson).
    • “Worker cooperatives are not examined by any post-World War II author.”
  • Schugurensky, Daniel. ”'What Knowledge Is of Least Worth?': The Coverage of Cooperatives and Nonprofits in Business and Economic Textbooks.“ Talk at the Social Economy Centre in Toronto (February 21, 2007).
    • Begins by asking why people in Canada have forgotten about the contributions of the Antigonish movement to adult education.
    • Cites the Kalmi paper about the decline of cooperative material in textbooks.