Education, Schooling, and Children's Rights: The Complexity of Homeschooling

Kunzman, Robert

doi:10.1111/j.1741-5446.2011.00436.x

Cited by 30 publications

(17 citation statements)

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“…Robert Kunzman (, pp. 77–78) asserts that the State may regulate only parental decisions relating to ‘schooling’, which he distinguishes from an otherwise broad domain of parental decision‐making authority he calls ‘life as education’ (LaE).…”

Section: Student Rights In American Jurisprudence: Some Foundational mentioning

confidence: 99%

Student Rights and the Special Characteristics of the School Environment in American Jurisprudence

Blokhuis¹

2014

Journal of Philosophy of Education

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In American jurisprudence, there can be no presumption of constitutional rights coextensive with those of adults for children in any institutional context. This includes public schools, in part because of the legal status of minors and in part because the ‘special characteristics of the school environment’ are predicated on a ‘custodial and tutelary’ relationship between teachers and pupils.

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Section: Student Rights In American Jurisprudence: Some Foundational mentioning

confidence: 99%

Student Rights and the Special Characteristics of the School Environment in American Jurisprudence

Blokhuis¹

2014

Journal of Philosophy of Education

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“…Esse número supera a soma das outras nove maiores populações de estudantes em casa do globo (VIEIRA, 2012), o que leva a desafios de ordem educacional e política, entre outras. Na avaliação de Kunzman (2012), o homeschooling é um fenômeno educacional cada vez mais significativo, sendo que, entre 1999 e 2007, o número de homeschoolers nos Estados Unidos aumentou em uma estimativa de 74% -doze vezes a taxa de crescimento de matrículas nas escolas públicas. Moran (2011) projeta que o movimento tem crescido em uma taxa de 10 a 20% ao ano.…”

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Educação domiciliar e direito à educação: a influência norte-americana no Brasil

Barbosa

Evangelista

2017

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RESUMO:O artigo visa apresentar o movimento a favor da prática e regulamentação da educação domiciliar no Brasil, analisando-o em um contexto de incorporação da trajetória já percorrida para a legalização do homeschooling nos países da América do Norte. Mediante pesquisa bibliográfica e documental, foram analisadas as perspectivas: histórica (estratégias do movimento, argumentos e motivações para a prática); legal (propostas de legislação) e acadêmica (análise do resultado de pesquisas) sobre a temática da Educação Domiciliar nos dois países, bem como os desafios que esta vem apresentando para a concepção do direito à educação no Brasil. Os resultados apontam a incorporação da linguagem dos direitos humanos para defesa da regulamentação da prática no Brasil, bem como forte atuação de Associação em prol do movimento, além de outras ações já ocorridas na América do Norte, sem que, necessariamente, as diferenças educacionais, legais e culturais dos dois países sejam consideradas. PALAVRAS-CHAVE:Educação domiciliar. Homeschooling. Direito à educação. ABSTRACT:The article presents an overview of the practice and regulation of home education in Brazil, understanding how this movement has incorporated the trajectory to the legalization of homeschooling practice in North America countries. The methodology was a bibliographical and documentary research, analyzing the prospects: historic (movement strategies, arguments and reasons for the practice); legal (legislative proposals) and academic (research result analysis) on the subject of Home Education in both countries, along with the challenges to define a conception of the right to education in Brazil. The results show the incorporation of the language of human rights to defend the regulation of practice in Brazil, as well as a strong performance of the Association in support of the movement, as well as other actions that have already happened in North America, without necessarily, consider legal and cultural differences in education of the two countries.KEYWORDS: Home education. Homeschooling. Right to education. RESUMEN:El artículo pretende introducir el movimiento en favor de la práctica y la regulación de la educación en casa en Brasil, analizando en un contexto de fusión la trayectoria ha viajado a la legalización de la educación en el hogar en los países de América del Norte. A través de investigación bibliográfica y documental, analiza las perspectivas: histórica (movimiento estrategias, argumentos y razones para la práctica); legal (legislación propuesto) y académico (análisis de resultado de investigación) sobre el tema de educación en el hogar en los dos países, así como los retos que esto tiene para la concepción del derecho a la educación en Brasil. Los resultados muestran la incorporación de la lengua de los derechos humanos para defender las reglas de práctica en Brasil, así como el fuerte rendimiento de la Asociación para apoyar el movimiento, además de otras acciones

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“…Others choose to homeschool to avoid perceived problems, including but not limited to perceived dangers, documented sub-par academics and/or perceived or real differences in values that are modeled or taught. Numerous studies (Green & Hoover-Dempsy, 2007;Kunzman, 2012;Lines, 2000;Ray, 2009;VanGalen, 1991) about parental motivations have documented that regardless of primary motivational factors, parents who homeschool believe their children's education is their right and responsibility, and they do not want to give that authority to the school, which is echoed by the mothers in this study. Each of the primary motivational factors can provide a foundation that facilitates the formation of identity as the homeschooled adolescents seem to be encouraged and supported in their endeavors to explore and experience their individual beliefs, values, and interests based on what the mother participants report.…”

Section: Chapter 5: Discussionmentioning

confidence: 57%

Identity Formation of Adolescents who are Homeschooled: Mothers' Perceptions

McQueen¹

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Identity Development in Adolescents who are Homeschooled: Mothers' Perceptions Peggy McQueen Homeschooling is a growing educational choice with very little research about the psychosocial outcomes associated with the process. This qualitative study sought to examine the potential facilitative benefit of homeschooling upon the formation of identity. The participants were 26 parents of homeschooled adolescents in Pennsylvania. Parent responses were examined using thematic analysis. Constituent aspects of parental motivation and methodology were investigated to assess the presence of elements facilitative in the process of identity formation as identified by Erik Erikson (1959, 1963). In examining methods used in homeschooling, it was found that the parents in this study are providing the support and encouragement necessary for the exploration that is a critical basis for identity formation. Further, the parents articulated the desire for their adolescent children to explore ideas and activities of personal interest and provided opportunities for them to do so. Implications of these findings are discussed. Implications for Future Research .

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Education, Schooling, and Children's Rights: The Complexity of Homeschooling

Cited by 30 publications

References 1 publication

Student Rights and the Special Characteristics of the School Environment in American Jurisprudence

Student Rights and the Special Characteristics of the School Environment in American Jurisprudence

Educação domiciliar e direito à educação: a influência norte-americana no Brasil

Identity Formation of Adolescents who are Homeschooled: Mothers' Perceptions

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