Classrooms Need Not Interfere with L’earning

Abstract

L’earning is our combination of the words of learning and earning. The concept of deschooling l’earning focuses on the educational transformation of young adults through policies and practices that embrace first-hand experiential pedagogies and curricula (Douglas, 2014). Thus, deschooling l’earning refers to how young adults develop their capabilities to transform knowledge, skills and understandings through participation, collaboration and production via active, real-world contributions to adult life (Fischer, 2009). This deschooled l’earning calls for a focus by governments as much as teachers on where and how young adults’ l’earn and not just their passive acquisition of pre-packaged, test-driven classroom-centric instruction.