About Me

 

A SHORT HISTORY

I believe in people. It might sound naïve, but it’s what drives me, and it’s a thread that runs through everything that I do.

Given the right soil, the right growing conditions, human beings are creative, constructive, and caring. We are not innately selfish or destructive. We are not pre-programmed for hate or for perpetuating injustice.

The question, therefore, is how we can explain the state of the world.

I am deeply troubled, angry, and despairing. As human beings, we are inflicting so much pain and trauma on one another, and we are destroying our planet.

Something has gone terribly wrong.

In a nutshell, I believe that humans beings have been knocked out of alignment with our authentic selves. We are all born with a soul, and this soul has a purpose. We can only realise this purpose if we can stay in close alignment with ourselves, but most of us find this difficult. There are so many expectations and pressures, and they come from everywhere. Parenting, families, schooling, workplaces, the media, organised religion, social media. The list goes on. It messes us all up.

My own experiences of misalignment and alignment run deep. Genderqueer. Neurodivergent. Quaker. Queer. Left wing. Passionate about social justice. Anxious. Fiery. It’s a potent combination, with scope for many conflicts with cultural expectations about how to behave, what to value, how to relate to others and what to expect of myself. Life has felt challenging at times. It is only after many years that I have started to feel more consistently aligned with all parts of myself and more able to be integrated.

I spent the first fifteen years of my professional life working in the community and voluntary sector, specifically in HIV organisations, women’s centres and youth projects. But it was my decade at a drop-in centre for socially excluded and disadvantaged young people that gave me a deep personal connection with the young people who continue, to this day, to inspire me. They showed me that despite being labelled as ‘failures’ by the school system, they were creative, intelligent and highly motivated. They had simply been failed by a system that was not set up to meet their needs. They had been knocked out of alignment with their own selves, and they had started to believe the negative messages that they had received.

I was desperate for the education system to change. It was so clear to me that the system was broken. It was doing so much damage.

I left my role as a youth worker to become a university academic. I thought this might be a way to contribute to change, to influence the transformation of the school system. I wanted to find innovative ways of educating, radical alternatives, inspiring stories, new theories. I worked as an academic for over 10 years, undertaking research, writing papers, going to conferences, teaching undergraduates, supervising Masters and doctoral students. I wanted to make a difference, to find a way to change education. Get the research, prove the point, make an impact. It didn’t work, or certainly not enough to satisfy me. I felt that I was working in a system that was moving even further in the direction that I was opposing. My research was contradicting my own practice. I was done.

I have the credentials. A doctorate. A teaching qualification. Dozens of published papers. A book. A teaching award. All the stuff that shows that I am legit, that I am an expert, that I know something of value. It’s not enough. That stuff doesn’t matter if you can’t make an impact.

I walked away.

I am a recovering academic, a rebel, an independent. I have a toolkit of skills and experience, but I don’t work in an institution. I am free, liberated, untethered. I might sound like a lone wolf but I’m not really on my own. I just belong elsewhere.

As an educator, I now use the language of alignment, authenticity, consent, self-direction, freedom, and I use the metaphor of rewilding. We need to be radically inclusive, to be consent-based, to share power, and to build strong and genuine relationships. This is about moving away from Paradigm A with its traditional power-over dynamics, to Paradigm B with its trust in the innate capacities of children and young people. I am deeply convinced that this is the way forward, the way towards alignment.

I have gone full circle, and I have returned to the grassroots, to working directly with smaller groups of people. I work with children, young people, and adults. I love it. I can work in the way that I want, in alignment with my values, and without the constraints of a big institution. What connects all my work is that I am striving to help people stay in alignment, or to bring them back to an aligned way of being. Whole, alive, wild and free.

What’s more, I get to do some of my work outdoors.

I strongly believe that being in nature helps us connect to ourselves and to each other as well as to the planet. On a personal note, I love seeing the swifts return at the start of summer. I have a longstanding love affair with River Dart, and a newly emerging one with the Moon. I am part of the coppicing team at Hatfield Forest and enjoy immersing myself in this traditional way of managing woodlands. I long for the day when we see evidence of wolves, lynx and other lost predators in the British landscape. Given a choice, I’d be outside, around a fire, listening to the sounds of the birds and watching the sun go down.

My soul feels settled when I am in the wild. Calmer, more grounded, in alignment.

I want everyone to feel in alignment. It matters. For all of us, and for the world.

That’s the world that I want to live in.

this is the world that i want to live in …

1.

I want to live in a world where everyone feels that they belong, and where we accept everyone as distinct individuals with their own needs, interests, and passions.

2.

I want to live in a world where power is equally shared, where we all actively consent to what happens in our lives.

3.

I want to live in a world where we live in communities that care about one another and where we strive to resolve conflict in positive ways.

4.

I want to live in a world where neurodiversity is seen as the norm and where our ways of living evolve to respond to the unique ways in which everyone’s brains and nervous systems operate.

5.

I want to live in a world where human beings have dramatically changed our lifestyles so that we live in alignment with the natural world.

 

READ MY STUFF

 

Here is a list of many of my personal and co-authored publications and presentations. If you have trouble accessing any of them, please contact me and I’ll try and find a way of sending you a copy.

Journal Articles

Jones, L., Dean, C., Dunhill, A., Hope, M.A., Shaw, P. A. (2020) We are the same as everyone else just with a different and unique backstory’: Identity, belonging and ‘othering’ within education for young people who are ‘looked after. Children and Society. DOI: 10.1111/chso.12382

Hope, M.A. and Hall, J.J. (2018) ‘This feels like a whole new thing’: A case study of a new LGBTQ-affirming school and its role in developing ‘inclusions’. International Journal of Inclusive Education. 22:12, 1320-1332, DOI: 10.1080/13603116.2018.1427152

Hope, M.A. and Hall, J.J. (2018) ‘Other spaces’ for lesbian, gay, bisexual, transgendered and questioning (LGBTQ) students: positioning LGBTQ-affirming schools as sites of resistance within inclusive education. British Journal of Sociology of Education. DOI: 10.1080/01425692.2018.1500273

Hope, M.A. (2018) Democratic Education in Universities: Pushing at the Boundaries. Other Education: The Journal of Educational Alternatives. 7 (1) pp. 42-45. Available at: http://www.othereducation.org/index.php/OE

Hope, M.A. (2017) Re-framing ‘Attainment’: creating and developing spaces for learning within schools. FORUM: for promoting 3-19 comprehensive education, 59 (3), pp413-422

Montgomery, C. & Hope, M., A. (2016). Thinking the Yet to be Thought: envisioning autonomous and alternative pedagogies for socially just education. FORUM: for promoting 3-19 comprehensive education, 58 (3), 307-314.

Messiou, K. and Hope, M. (2015) The danger of subverting students’ views in schools. International Journal of Inclusive Education (doi:10.1080/13603116.2015.1024763). 

Messiou, K. Ainscow, M., Echeita, G., Goldrick, S., Hope, M., Paes, I., Sandoval, M., Simon, C. and Vitorino, T. (2015) Learning from differences: a strategy for teacher development in respect to student diversity. School Effectiveness and School Improvement 27:1, 45-61 (doi:10.1080/09243453.2014.966726).

Hope, M.A. & Stevens, R. (2014) State schools in England, 1944-2014: Why social segregation and inequality still thrives in a ‘comprehensive’ system. Scuola Democratica. Online. DOI: 10.12828/77687. Available at: http://www.rivisteweb.it/issn/1129-731X

Adderley, R.J., Hope, M.A., Hughes, G.C., Jones, L., Messiou, K., and Shaw, P.A. (2014) Exploring inclusive practices in primary schools: focusing on children’s voices. European Journal of Special Needs Education. DOI: 10.1080/08856257.2014.964580

Hope, Max (2013) Conceptions of Person-Centered Education in the 21st Century: developing a position statement for ways of being in educational organizations. Person-Centered & Experiential Psychotherapies.

Hope, Max. (2012) The Importance of Belonging: Learning from the Student Experience of Democratic Education. Journal of School Leadership. Volume 22, Issue 4. Pages 733-750.

Hope, Max. (2012) Localism, Decentralisation and Free Schools – is there a green light for a radical alternative within England’s state education system? International Studies in Educational Administration. Volume 40, Issue 1. Pages 89-102.

Hope, Max (2012) Small and perfectly formed? Is democracy an alternative approach to school leadership?  School Leadership and Management. Volume 32. Issue 3. Pages 291-305.

Hope, Max (2012) Becoming citizens through school experience: a case study of democracy in practice. International Journal of Progressive Education. Volume 8. Issue 3. Pages 94-109.

Hope, Max (2012) Youth Work and State Education. Should Youth Workers apply to set up a Free School? Youth and Policy. Number 109. Pages 60-70.

Thesis

Hope, Max A. (2010) Trust me, I’m a student: An exploration through Grounded Theory of the student experience in two small schools. PhD: University of Hull.

Booklets
 

Hope, Max (2006) Learning the Lessons: how young people taught us everything we needed to know. Hull: University of Hull and The Warren. Download Here
Books

 

Hope, M.A. (2019) Reclaiming freedom in education: Theories and practices of radical free school education. Abingdon, Routledge. Available Here

Fitzsimons, A., Hope, M., Cooper, C. & Russell, K. (2011) Empowerment and Participation in Youth Work. Exeter: Learning Matters.

 Available Here
Book Chapters

 

Hall, J.J. and Hope, M.A. (2018) Lost in Translation: Naming Practices and Public Feelings towards “Gay Schools” in Talburt, S. (Ed), Youth Sexualities: Public Feelings and Contemporary Cultural Politics. Publisher: Praeger

Hope, M.A. and Montgomery, C. (2016) Creating spaces for autonomy: the architecture of learning and thinking in Danish schools and universities. In Lees, H. and Noddings, N. (eds) The Palgrave International Handbook of Alternative Education. Palgrave Macmillan, Basingstoke.

Hope, M.A.  Alternative Provision Free Schools: educational fireworks or sparks of optimism for disengaged and excluded young people? in Cooper, C., Gormally, S. And Hughes, G. (eds) (2015) Socially Justice and Radical Alternatives for Education and Youth Work Practice: Re-imagining Ways of Working with Young People. Palgrave Macmillan, Basingstoke.

Hope, M.A. (2015) Developing active citizenship in schools: a case study of democracy in practice. In Eryaman, M.Y. and Bertram B. (eds.) (2015) International Handbook of Progressive Education. Peter Lang Publishing, New York.
Blogging

“I have learnt much less from the curriculum … but much more from my home life … (Jesse, aged 14)” (May 2020)

Is Progressive Education Really Progressive?

 

Talks and Presentations

International Presentations

Hope, M (2017) Enabling ‘freedom to learn’ for all students: international innovations which create new spaces for learning and thinking within education. Education Transforms Symposium 2017. Hobart: University of Tasmania [invited keynote].

Hope, M.A. and Hall, J.J. (2016) Radical Inclusivity / Exclusivity: Reconsidering ‘exclusive’ schools and their role within ‘inclusive’ education. Gender Studies MA Class. Atlanta: University of Georgia [invited session].

Hope, M. (2016) Freedom: how is ‘freedom’ defined and experienced by staff and students within democratic schools, colleges and universities? International Democratic Education Conference. Finland: Mikkeli.

Hope. M., & Quintas, H. (September 2012) Strategies for responding to student diversity: quality and relevance. European Conference on Educational Research. Cadiz: EERA.

Hope, M. (April 2012) The Importance of Belonging: Learning from the Student Experience of Democratic Education. American Educational Research Association Conference. Vancouver: AERA.

UK

Hope, M. (2019) Advancing freedom and social justice: new insights from radical and alternative models of schooling. Institute of Applied Ethics Public Lecture. Hull: University of Hull. [invited speaker] The whole session is available, with slides here 

Hope, M. (2019) Advancing freedom and social justice: new insights from radical and alternative models of schooling. Plymouth: Plymouth University. [invited speaker]

Hope, M. (2018) Host of International Panel Discussion:  Freedom, autonomy, and social justice in alternative educational environments in the UK and Australia. British Educational Research Association Conference. Newcastle: University of Northumbria.

Hope, M. (2017) Host of Panel Discussion: What is ‘alternative’ about ‘alternative education’? British Educational Research Association Conference. Brighton: University of Sussex.

Hope, M. (2016) Keynote: Enabling ‘freedom to learn’ for all: research collaborations to create spaces for learning and thinking. Northumbria Research Festival. Newcastle: University of Northumbria [invited keynote].

Hope, M. (2016) Freedom for students, liberation for teachers: how using democratic and student-led learning improves schooling for all. Northern Rocks: Reclaiming Pedagogy. Leeds.

Hope, M. & Messiou, K. (2015) Inclusive practices and students’ voices: the danger of subverting voice initiatives in schools. British Educational Research Association Conference. Belfast: Queens University.

Hope, M. And Montgomery, C. (2014) Exploring student and staff perspectives on freedom and autonomy: a cross-sectoral case study from Denmark. British Educational Research Association Conference. London: Institute of Education.

Hope, M., Goldrick, S. & Simon, C. (2013) Engaging with students’ voices as a strategy for teachers’ professional development. British Educational Research Association Conference. Brighton: University of Sussex.

Adderley, R., Garbutt, C., Hope, M., Hughes, G., Jones, L., McDonald, K, Shaw, P. & Walker, E. (2013) Inside/out: researching inclusion through engaging with students’ voices. British Educational Research Association Conference. Brighton: University of Sussex.

Hope, M. (2013) Free Schools: are they blurring the distinction between schools and youth work? Royal Geographical Society Annual International Conference. London: RGS-IBG.

Hope, M. & Hughes, G. (2013) (Dis)connectedness: How interpersonal relationships are pivotal in inclusion and exclusion discourses. Discourse Power Resistance 13. London: University of Greenwich.

Adderley, R., Hope, M., Hughes, G., Jones, L., Messiou, K. & Shaw, P. (2012) Exploring inclusive practices in primary schools: Focusing on students’ views. Children, Young People and Adults: Extending the Conversation, Preston: University of Central Lancashire.

MY INSPIRATIONS

I have had many influences in my life and wanted to share some here. These are liable to change as I am continually reading, watching and learning new stuff …

My Top 20 Books

Baker, N. (2017). ReWild: the art of returning to nature. London, Quarto.

Beck, M. (2025). Beyond Anxiety: curiosity, creativity and finding life’s purpose. New York, Piatkus.

Cooke, L. (2023). Bitch: A revolutionary guide to sex, evolution and the female animal. London, Penguin. 

Fransman, K. and Plackett, J. (2020). Gender Swapped Fairy Tales. London, Faber & Faber.          

Freire, P. (1970). Pedagogy of the Oppressed. London, Penguin Books. 

Gilbert, E. (2016). Big Magic: creative living beyond fear. London, Bloomsbury.  

Gribble, D., J (1998). Worlds Apart. London, Libertarian Education. 

Griffiths, J. (2014). Kith: The riddle of the childscape. London, Penguin.     

Haan, L. D. and S. Nijland (2002). King and King. California, Tricycle Press.               

Holt, J. (1972). Freedom and Beyond. New York, E.P. Dutton & Co., Inc.               

hooks, b. (1994). Teaching to Trangress: Education as the Practice of Freedom. Oxon, Routledge.               

Hosseini, K. (2003). The Kite Runner. London, Bloomsbury.                         

Macy, J. and C. Johnstone (2012). Active Hope: How to Face the Mess We’re in without Going Crazy. California, New World Library.                      

Monbiot, G. (2013). Feral: rewilding the land, the sea and human life. London, Penguin Books.             

Palmer, P. J. (2007). The Courage to Teach: Exploring the Inner Landscape of a Teacher’s Life. San Francisco, Jossey-Bass.               

Plotkin, B. (2013). Wild Mind: A Field Guide to the Human Psyche. California, New World Library.   

Richards, A.S. (2020) Raising Free People: Unschooling as Liberation and Healing Work. New York, PM Press.            

Rogers, C. (1969). Freedom to Learn. Ohio, Charles E. Merrill Publishing Co.  

Rundell, K. (2020). The Wolf Wilder. London, Bloomsbury.             

Sendak, M. (1963). Where The Wild Things Are. New York, Harper & Row.               

My Top 10 Quotes

“i am 15 years old, somebody is trying to make me add up, when all that i want to do is multiply” – anon student

“True education does not quiet things down, it stirs them up. It awakens consciousness. It destroys myth. It empowers people.” John Holt.

“The first problem for all of us, men and women, is not to learn, but to unlearn.” Gloria Steinem.

“Inclusive education is first and foremost a political position; it offers an audacious challenge to the attachment of ascending and descending values to different people.” Roger Slee.

“Never underestimate the power of being seen.” Brene Brown.

“If the underlying concept of what is often referred to as ecological rewilding is about creating fully functional eco-systems, then self-rewilding is about creating fully functional humans, free from ignorance and ecological prejudice, able to engage with the wild world and each other in a better, more compassionate way.” Nick Baker.

“Children do not need teaching as much as they need love and understanding.” A.S. Neill.

“Tinkering with an unjust educational system is not going to transform it into a just system. What we need are totally different ways of envisioning education.” Diane Reay.

 “Some people see rewilding as a human retreat from nature; I see it as a re-involvement. I would like to see the reintroduction into the wild not only of wolves, lynx, wolverines, beavers, boar, moose, bison … but also of human beings.” George Monbiot.

“As long as I fight, I am moved by hope; and if I fight with hope, then I can wait.” Paolo Freire.

My Top 5 Films

Freedom Writers [2007] – Watch the Trailer

Kes [1969] – Watch the Trailer

Into the Wild [2007] – Watch the Trailer

Pride [2014] – Watch the Trailer

Milk [2008] – Watch the Trailer

My Top 5 Poems

Queer Earth – Jess X

Wild Geese – Mary Oliver

All the True Vows – David Whyte

The Good Ancestor – Daverick Leggett

A Summer Day – Mary Oliver