The experience of adults who were “unschooled” during their youth: A phenomenological approach

Q3 Social Sciences

Journal of Pedagogy Pub Date : 2021-06-01 DOI:10.2478/jped-2021-0002

J. Gaudreau, C. Brabant

引用次数: 1

Abstract

Abstract To better understand the experience of unschooling, non-directive in-depth interviews with five Quebec adults who had experienced it were conducted according to a phenomenological approach, revealing their perceptions of their educational experiences and their families, as well as their views of the world. Certain aspects of the testimonies corroborate the results of previous studies concerning self-directed learning, use of information technology, development of interests, and participation in a support group; others reveal limits when it comes to learning perseverance, pursuit of complex learning goals, school integration, and evaluation. The participants also spoke of family conflicts, parental control, negligence, and the influence of this experience on their views of society, work, the school system, and the role of government in education.

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青少年时期“未受教育”的成年人的经历:一种现象学方法

为了更好地理解非学校教育的经历，根据现象学方法，对五名经历过非学校教育的魁北克成年人进行了非指导性深度访谈，揭示了他们对教育经历和家庭的看法，以及他们对世界的看法。证词的某些方面证实了先前关于自主学习、信息技术使用、兴趣发展和参与支持小组的研究结果;其他人则在学习毅力、追求复杂的学习目标、学校整合和评估方面表现出限制。参与者还谈到了家庭冲突、父母控制、疏忽，以及这些经历对他们对社会、工作、学校制度和政府在教育中的作用的看法的影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Pedagogy Social Sciences-Education

CiteScore

1.10

自引率

0.00%

发文量

审稿时长

20 weeks

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.

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