The gift of homeschooling: Adult homeschool graduates and their parents conceptualize homeschooling in North Carolina

Q3 Social Sciences

Journal of Pedagogy Pub Date : 2021-06-01 DOI:10.2478/jped-2021-0006

Marta Mccabe, A. Beláňová, Kateřina Machovcová

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引用次数: 3

Abstract

Abstract Although still a marginalized practice, homeschooling is on the rise internationally and across socio-economic groups. Moreover, the current Covid-19 pandemic has shifted additional attention to homeschooling. However, much of the available research is primarily concerned with the current day-to-day practice of homeschooling and little attention is paid to adult homeschool graduates. This exploratory study, based on qualitative interviews with mothers and adult children from 12 families, examines young adults’ overall evaluation of their past homeschooling experience and aims to understand how parents and children view the pros and cons of homeschooling in hindsight. The data analysis revealed that homeschoolers approach education more broadly than focusing strictly on the academic side and it identified the common theme of “gifting,” which challenges the prevailing conceptualization that homeschooling is a “sacrifice.” Respondents viewed their homeschooling experience as a mutually beneficial process of giving and receiving rather than a unidirectional act of “sacrifice.”

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在家上学的礼物:成年在家上学的毕业生和他们的父母在北卡罗莱纳州概念化在家上学

尽管家庭教育仍然是一种边缘化的做法，但在国际上和社会经济群体中，家庭教育正在兴起。此外，目前的Covid-19大流行将更多的注意力转移到了在家上学上。然而，许多现有的研究主要关注的是目前在家上学的日常实践，很少关注成年在家上学的毕业生。本探索性研究基于对来自12个家庭的母亲和成年子女的定性访谈，考察了年轻人对他们过去在家上学经历的总体评价，旨在了解父母和孩子事后如何看待在家上学的利弊。数据分析显示，在家上学的人更广泛地对待教育，而不是严格地关注学术方面，它确定了“礼物”的共同主题，这挑战了普遍的观念，即在家上学是一种“牺牲”。受访者认为他们在家上学的经历是一个互利的给予和接受的过程，而不是单向的“牺牲”行为。

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.