Getting a risk-free trial during COVID: Accidental and deliberate home educators, responsibilisation and the growing population of children being educated outside of school
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引用次数: 6
Abstract
Abstract Numbers coming out of education departments in Australia suggest that, even though most Australian schools are open, and families are able to send their children to them, increasing numbers of parents are deciding to keep their children at home for their education (Queensland Government: Department of Education, 2020). It may be that, as the president of Australia’s home education representative body stated during the pandemic, Covid school closures offered a “risk-free trial” of home education (Lever, 2020) by providing an a-posteriori experience of education outside of schools. Building on the Covid experiences, this paper suggests that ‘accidentally falling into’ home education may be significant in understanding parents’ home education choices. Using numbers of home educators from Australia, and the associated data on their location and ages, this paper argues responsibilisation (see Doherty & Dooley, 2018) provides a suitable lens to examine how parents may decide, after an a-posteriori experience such as Covid school closures and previous, often negative, experiences of schooling, to home educate in the medium to long term. This paper proposes that increasing numbers of home educators will be seen in various jurisdictions where families perceive themselves responsibilised to home educate due to Covid as an a-posteriori experiences of home education. The paper proposes these families are ‘accidental’ home educators (English, 2021). By contrast, much more stable is the ‘deliberate’ home education population, those whose choices are based in a-priori beliefs about schooling. The paper proposes that the accidental home education category may be better able to explain the growing numbers of home educators in Australia and across the world, providing a means for governments to respond to the needs of this cohort, and the policies required to manage this population.
期刊介绍:
The Journal of Pedagogy (JoP) publishes outstanding educational research from a wide range of conceptual, theoretical, and empirical traditions. Diverse perspectives, critiques, and theories related to pedagogy – broadly conceptualized as intentional and political teaching and learning across many spaces, disciplines, and discourses – are welcome, from authors seeking a critical, international audience for their work. All manuscripts of sufficient complexity and rigor will be given full review. In particular, JoP seeks to publish scholarship that is critical of oppressive systems and the ways in which traditional and/or “commonsensical” pedagogical practices function to reproduce oppressive conditions and outcomes. Scholarship focused on macro, micro and meso level educational phenomena are welcome. JoP encourages authors to analyse and create alternative spaces within which such phenomena impact on and influence pedagogical practice in many different ways, from classrooms to forms of public pedagogy, and the myriad spaces in between. Manuscripts should be written for a broad, diverse, international audience of either researchers and/or practitioners. Accepted manuscripts will be available free to the public through JoP’s open-access policies, as well as featured in Elsevier''s Scopus indexing service, ERIC, and others.