ABSTRACT
This chapter argues that the positive 'freedoms' named –including freedom to think, freedom to create, freedom to be and freedom to learn —are all included under the overarching umbrella of 'freedom to choose'. The experiences of the original free schools draw attention to consider in relation to enabling children and young people to effectively make use of having a 'freedom to choose' – of being involved in self-governance. Radical free schools have developed as independent entities, and as such, their processes for enabling community-based self-governance are all unique. Radical free schools need to pay attention to the competencies of children and young people, and must find ways of supporting them to develop the attitudes and skills necessary to make effective use of their freedom. The principle of offering responsible freedom in education necessitates a willingness to allow the child, young person or adult to make a poor choice, to make a mistake.
