Homeschooling, Civics, and Socialization: The Case of Israel

Abstract

The present study uses qualitative and quantitative methods to examine whether homeschooled youth in the largely urbanized social context of Israel differ in their level of civic engagement and social self-efficacy from that of their peers educated at school. Participants completed quantitative questionnaires on civic engagement and social self-efficacy and two personal questionnaires, one quantitative and one qualitative, pertaining to their opinions on various modes of education. No significant differences were found between the degree of civic engagement and sense of social self-efficacy among the two groups. However, within the homeschooling group, social self-efficacy decreased as the number of years they were schooled at home increased, indicating potential negative impact of extended homeschooling. The qualitative study gives insights into attitudes of youth from both groups regarding various modes of education. The findings are discussed in the context of the ongoing debate regarding the pros and cons of homeschooling.

Religious Socialization Of Muslim Children In The Context Of Homeschooling In Russia

“…The results of numerous studies in various countries confirm the efficiency of homeschooling (Kostelecka, 2010;Ray, 2018;Van Pelt et al, 2009). The study of the process of socialization and inculturation among children studying via homeschooling presents a particular interest (Medlin, 2013;Neuman, 2019;Pearlman-Avnion & Graevsky, 2019). In the United Kingdom and the United States, sociologists and educators explore th issues of the confessional features of homeschooling using the examples of Muslim families (Apple, 2013;Myers, 2018;Rudgard, 2018;Sarwar, 2013).…”

Parents, a Swedish problem: on the marginalisation of democratic parental involvement in Swedish school policy

“…With reference to the Anglo-American world, sociologist Frank Furedi identified the idea of 'the best interest of the child' and teachers' expertise as central arguments to exclude parents from decisions concerning the education of their children (Furedi 2009). Similar arguments are mobilised by opponents of home-schooling in many countries (Myers & Bhopal 2018;Pearlman-Avnion & Grayevsky 2017;Torres 2016;Barbosa 2016). We, therefore, expect our analysis of the Swedish case to be germane to understanding the limitations of parental involvement in other countries too.…”