Homeschooling in the United States: Examining the Rationales for Individualizing Education

Brewer, T. Jameson; Lubienski, Christopher

doi:10.1590/1980-6248-2016-0040

Cited by 18 publications

(9 citation statements)

References 9 publications

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“…In an article published in 2017, we included a notable political cartoon that depicted, on the left side, a downtrodden student with a cigarette in his mouth and hand on a gun above the phrase "public school has so much to offer…" while the right side of the cartoon depicts a smiling boy with his hands posed on a book above the phrase "not like Christian homeschooling!" (Brewer & Lubienski, 2017). The cartoon is meant as tongue-in-cheek sarcasm attempting to illustrate that attendance at a public school will, despite the sarcasm, result in students smoking and using guns while engaging in Christian homeschooling will result in happiness and wholesomeness.…”

Section: Why Homeschool?mentioning

confidence: 99%

An Overview of the Homeschooling Landscape

Brewer¹

2021

Homeschooling

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Homeschooling in its various forms is, without question, the oldest form of semi-formal education throughout all of the history of humanity. Adults have been teaching their children for thousands of years all manner of survival knowledge dating back to early humans such as hunting, gathering, and defense from predators to agricultural knowledge with the advent of the agricultural revolution in Mesopotamia. I refer to this as semi-formal rather than formal education in the sense that such training and skills transfer was done not only as an imperative for survival but often done so in the action of addressing immediate needs and not, necessarily, done in a structured environment (structured homeschooling or otherwise). That is, this teaching and learning was not understood as a formalized process where specific time, goals, and agendas were targeted and met. The teaching here falls along the normal teaching that parents do in the daily efforts to socialize their children into the norms of a particular family, language, culture, geographic region, etc. The historical and legal basis for homeschooling in the United States rests in the Supreme Court decisions of Meyer v. Nebraska (1926) and Pierce v. Society of Sisters (1925). Those cases concluded that "the state does not have the power to 'standardize its children by forcing them to accept instruction from public teachers only'" (Kunzman, 2012, p. 77) and that parents have a natural-though, not constitutional-right to decide the type of education their children receive. This lack of an explicit constitutional right is at odds with the prevailing assertion following these cases that the natural rights of the parent (or parental sovereignty) supersede the need of such legal rights. Specifically, while the U.S. Constitution does not explicitly afford children the right to an education (though, most state Constitutions do as does the United Nation's Declaration of Human Rights) and all states require compulsory attendance at some type of schooling (by and large, public schools), the ascendancy of parental sovereignty over such laws continues to establish the conception of parental control as not only natural but above some conceptions of international, federal, and state laws. This is not exclusive to homeschooling as many states allow parents to opt-out of legally mandated vaccination schedules sometimes on a whim following the development of ideology suspicious of vaccines after viewing YouTube videos of celebrities who are champions of the anti-vaccination movement. And while my intent here is not to challenge the role that parents do, and should, play in the lives of their children, the T. Jameson Brewer-9789004457096

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Section: Why Homeschool?mentioning

confidence: 99%

An Overview of the Homeschooling Landscape

Brewer¹

2021

Homeschooling

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“…Nos Estados Unidos, a ausência de regulamentação eficaz sobre a prática da escolarização doméstica e sobre a elaboração dos materiais didáticos produzidos para subsidiar esta prática tem gerado graves problemas. A ausência de fiscalização, em alguns estados norte-americanos, permitiu que pais deixassem de educar seus filhos devido à crença no eminente fim do mundo ou que o assassinato de uma criança por parte de um de seus pais passasse anos desapercebida (BREWER & LUBIENSKI, 2017). Alguns materiais elaborados por empresas de cunho religioso trazem gravíssimas distorções, como no caso relatado abaixo:…”

Section: Escolarização Doméstica: Forma De Privatização De Uma Questãunclassified

A Defesa Da “Educação Domiciliar” Através Do Ataque À Educação Democrática: A Especificidade Da Escola Como Espaço De Dissenso

Penna¹

2019

RLES

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RESUMOO que constitui uma educação democrática não pode ser pré-definido de maneira abstrata, porque cada contexto apresenta diferentes desafios e novas questões. O Governo Bolsonaro definiu como uma das suas metas prioritárias a proposta de regulamentação da "educação domiciliar" e sua defesa tem sido feita através do ataque às escolas e aos professores. O debate sobre a educação democrática precisa enfrentar esse ataque, de maneira a enriquecer a sua conceituação e fortalecer a sua defesa no embate público. Os objetivos do presente artigo são: realizar um debate teórico sobre a escolarização doméstica (homeschooling) no que concerne à educação pensada como uma questão pública, analisar a maneira como vem sendo feita da defesa da escolarização doméstica no Governo Bolsonaro e a proposta concreta apresentada no formato de um projeto de lei e, por fim, usar este debate para pensar a especificidade da socialização que acontece no espaço escolar em comparação com aquela que acontece em outros espaços. Para tanto, recorreremos às reflexões teóricas de Jacques Rancière sobre o dissenso (definido como a presença paradoxal de dois mundos em um só) e à bibliografia existente sobre a escolarização doméstica que se aproxima das questões aqui discutidas. Defenderemos o argumento de que o debate sobre a educação democrática precisa enfatizar a especificidade da escola como um espaço de socialização aberta pelo dissenso e que faz parte da rede de proteção de crianças e adolescentes. Palavras-chave: educação democrática, ensino domiciliar, socialização. ABSTRACTWhat constitutes a democratic education can not be predefined in an abstract way, because each context presents different challenges and new questions. The Bolsonaro's Government has defined as one of its priority goals the proposed regulation of "home education" and its defense has been done by attacking schools and teachers. The debate on democratic education must confront this attack, in order to enrich its conceptualization and strengthen its defense in the public confrontation. The objectives of this article are: to carry out a theoretical debate about homeschooling with regard to education as a public issue, to analyze the way in which the defense of homeschooling in the Bolsonaro's Government has been done and the concrete proposal presented in format of a legislation bill and, finally, to use this debate to think about the specificity of socialization that takes place in the school space compared to what happens in other spaces. To do so, we will turn to Jacques Rancière's theoretical reflections on dissent (defined as the paradoxical presence of two worlds in one) and to the existing bibliography on homeschooling that approaches the issues discussed here. We will defend the argument that the debate about democratic education needs to emphasize the specificity of the school Teresina, Ano 24, n. 42, mai./ago. 2019. ISSN 2526-8449 (Eletrônico) 1518-0743 (Impresso) as a space of socialization that is open to dissent and that is part of the network of protection of ...

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“…C'est une pratique nouvelle chez les communautés haredies québécoises, et les autorités scolaires la connaissent peu. La méta-analyse de Kunzman et Gaither (2013) montre que, malgré certaines limites méthodologiques (Brewer & Lubienski, 2017), les 1 400 études recensées ne remettent pas en question la valeur de cette option éducative, sur les plans de la réussite académique, de la socialisation, du développement socio-affectif des enfants ou de leur intégration professionnelle et sociale à l'âge adulte, car cette option produirait des résultats généralement équivalents à ceux de la fréquentation scolaire (Kunzman & Gaither, 2013). Certaines études révèlent même des résultats nettement supérieurs chez les enfants éduqués en famille et ce, pour des élèves ou des familles semblables au regard des variables traditionnelles de milieu social et de capital culturel ou scolaire des familles, par exemple : l'étude de Shyers (1992), ayant comparé en laboratoire les habiletés sociales d'un groupe d'enfants éduqués en famille et d'un groupe semblable d'enfants éduqués à l'école, lors de la réalisation d'une tâche complexe en coopération ; et l'étude de Martin-Chang, Gould et Meuse (2011), ayant comparé deux groupes d'enfants canadiens du début du primaire, semblables sur plusieurs variables (âge, genre, origine géographique, structure familiale, niveau de scolarité de la mère, revenu familial) sauf pour leur forme d'éducation (à la maison ou à l'école), au moyen de tests dans plusieurs domaines de connaissance et de compétence.…”

Section: L'étude Des Politiques éTatiques à L'égard Des éColes Harediunclassified

L’acceptabilité éthique de l’apprentissage en famille au sein des communautés juives haredies au Québec : une étude de cas

Brabant¹,

Caneva²

2018

rfp

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Cet article présente l'étude d'un cas particulier du phénomène de l'apprentissage en famille : celui de communautés religieuses juives orthodoxes du Québec (Canada), les Haredim, ayant récemment opté pour cette forme d'éducation dans le cadre d'une entente avec le Procureur général du Québec. Cette étude de cas s'inscrit dans le champ de la gouvernance de l'éducation et son analyse sera réalisée dans une perspective d'éthique appliquée. Elle vise à apprécier les forces et les faiblesses de cette décision à l'aune de critères d'évaluation éthique tirés d'un cadre de référence pertinent au problème. À partir de cette analyse, il appert que cette pratique éducative pourrait rejoindre l'objectif d'assurer aux enfants l'accès à une éducation de base plus acceptable, tout en protégeant leur droit à une éducation adaptée à leur culture et à leur communauté. Mots-clés (TESE) : éducation par la famille, politique en matière d'éducation, judaïsme, gouvernance, éducation à domicile, droit à l'éducation 1 Au Québec, le terme « apprentissage en famille » est préféré à celui d'« instruction en famille » par les familles et par les chercheurs religieuses ne constituaient pas les principales motivations des parents faisant ce choix au Québec (Brabant, Bourdon & Jutras, 2003, 2004), ce phénomène pourrait provoquer un renversement. L'intérêt de ce cas est qu'il (pour une analyse terminologique, voir Brabant, 2010). Le ministère de l'Éducation nomme cette pratique l'« enseignement à la maison ». 81-94 d o s s i e r 2 La société québécoise a été reconnue formellement par le Canada comme une nation, distincte du « Canada anglais » par son histoire, sa langue et sa culture.

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Homeschooling in the United States: Examining the Rationales for Individualizing Education

Cited by 18 publications

References 9 publications

An Overview of the Homeschooling Landscape

An Overview of the Homeschooling Landscape

A Defesa Da “Educação Domiciliar” Através Do Ataque À Educação Democrática: A Especificidade Da Escola Como Espaço De Dissenso

L’acceptabilité éthique de l’apprentissage en famille au sein des communautés juives haredies au Québec : une étude de cas

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