The story of Tom Newman and the Village of Hawk Creek gives a good example of “complementary production” (the kind I was trying to describe here).
There is a man, Tom Newman, in Cleveland, Tennessee who has spent years slowly gathering five frontier log cabins to his property and turning it into a kind of museum:
Over a period of more than 40 years, Newman purchased five log cabins, carefully taking each one apart, moving them to his property and meticulously putting them back together again.
Not only is he interested in capturing and preserving the life of colonists on the frontier of Tennessee, Newman said he wants to share a message with today’s youth.
“I want to show young people the skills and the hard work that it took the early settlers to build their house, to build their home,” Newman said. “I took those logs down, moved them in here and put them back up. That’s hard work! But that’s nothing compared to what those pioneers had to live with. I think young people need to know a little bit about that, if they can. This land was built on hard work.”
The default is to think of “schools” as being in charge of schooling students. (In fact we even call them “learners.”) If instead we think of “education of youth,” and not “schooling,” as a multifaceted and community-wide challenge, that will necessarily involve a wide array of actors, then possibilities open up. You will then look for solutions that involve more than just institutions (“schools”) and professionals (“educators” and administrators) and that are likely to involve complementary actions. Hawk Creek is one such part of a community response to the challenge.
Note that Newman is doing this thing because he is interested, but he is importantly connecting with others in the community and he sees it as an educational resource. The people of Cleveland, TN have an educational resource now that they did not have. Institutions called “schools” can now imagine new ways to, potentially, “teach” history.