Abstract
This article explores the role of the everyday and play in alternative school practices. I propose theconcept of a democratic 'common school' as one based on mundane daily experiences and differentways of knowing. The everyday and play are usually seen as complementary tools in pedagogicalpractices, rather than active cultural agents in cultivating the subjectivities of school participants. Ipropose exploring the everyday and play in alternative education practices as a contribution to thediscourse of alternative pedagogies. This article is based on my observations and reflections fromparticipating in the School of Improper Education (SoIE) initiated by KUNCI Study Forum & Collective.The article proposes that the everyday and play are not only tools in SoIE's day-to-day operations, butalso ways of learning that enable participants to question knowledge hierarchies and to develop self-determined and emancipatory ways of knowing.
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