by Taylor Butch, Huffington Post, September 2017 – Inside a five-story brownstone in the Clinton Hill area of Brooklyn, NY, resides a true community of learners that do things the only way they know how; their way, with a slice of social justice.
Noleca Anderson, Directora Ejecutiva de The Brooklyn Free School, habla en Sala Internacional con Alejandro Villegas, Anyi Cárdenas y Javier Stamato, sobre el modelo educativo que tiene el Colegio Libre de Brooklyn, un espacio donde los estudiantes deciden qué hacer con su propio tiempo.
by Carolyn Weaver – It’s a typical day in the old brownstone mansion on Clinton Avenue that houses the Brooklyn Free School: seeming chaos masking an invisible order.
by Heather Schwedel (Teen Vogue) – The K-12 Brooklyn Free School was founded in 2004 and is run out of a brownstone in the Fort Greene neighborhood of—you guessed it—Brooklyn.
by Joshua Davis (Wired magazine) – Where the Radical Schools Are Now: Some schools are finding new ways for technology to fuel students’ curiosity so they can steer their own learning. Founded just under a decade ago, the Brooklyn Free School builds on a tradition of democratic education.
Jyllian Gunther visits The Brooklyn Free School, where there are no courses, no tests and no homework, and where the kids decide everything about how the school is run, including discipline.
by Lucas Kavner (Huff Post Education) – On a recent Wednesday morning at the Brooklyn Free School, a class was in session. Ten students, ranging in age from about 12 to 16, sat around a table having a heated debate about chemistry. And superpowers.
by Julia Wasson (Blue Planet online magazine) – Imagine you’re attending a public school where you can determine what you will study based on your interests. Imagine planning a trip that you will take with your classmates, teachers, and parent volunteers half a world away. Now imagine that you are only six years old.
by Gia Rae Winsryg-Ulmer (YES! Powerful Ideas, Practical Actions online magazine) – At “free schools,” kids take ownership over their learning, deciding what they want to learn and when they want to learn it.
by Kate McReynolds (Encounter: Education for Meaning and Social Justice)
by Nahal Toosi
by Aaron Gell (The New York Times)
by Tara Bahrampour (The New York Times)