Getting a risk-free trial during COVID: Accidental and deliberate home educators, responsibilisation and the growing population of children being educated outside of school

Q3 Social Sciences Journal of Pedagogy Pub Date : 2021-06-01 DOI:10.2478/jped-2021-0004
R. English
{"title":"Getting a risk-free trial during COVID: Accidental and deliberate home educators, responsibilisation and the growing population of children being educated outside of school","authors":"R. English","doi":"10.2478/jped-2021-0004","DOIUrl":null,"url":null,"abstract":"Abstract Numbers coming out of education departments in Australia suggest that, even though most Australian schools are open, and families are able to send their children to them, increasing numbers of parents are deciding to keep their children at home for their education (Queensland Government: Department of Education, 2020). It may be that, as the president of Australia’s home education representative body stated during the pandemic, Covid school closures offered a “risk-free trial” of home education (Lever, 2020) by providing an a-posteriori experience of education outside of schools. Building on the Covid experiences, this paper suggests that ‘accidentally falling into’ home education may be significant in understanding parents’ home education choices. Using numbers of home educators from Australia, and the associated data on their location and ages, this paper argues responsibilisation (see Doherty & Dooley, 2018) provides a suitable lens to examine how parents may decide, after an a-posteriori experience such as Covid school closures and previous, often negative, experiences of schooling, to home educate in the medium to long term. This paper proposes that increasing numbers of home educators will be seen in various jurisdictions where families perceive themselves responsibilised to home educate due to Covid as an a-posteriori experiences of home education. The paper proposes these families are ‘accidental’ home educators (English, 2021). By contrast, much more stable is the ‘deliberate’ home education population, those whose choices are based in a-priori beliefs about schooling. The paper proposes that the accidental home education category may be better able to explain the growing numbers of home educators in Australia and across the world, providing a means for governments to respond to the needs of this cohort, and the policies required to manage this population.","PeriodicalId":38002,"journal":{"name":"Journal of Pedagogy","volume":"19 1","pages":"77 - 98"},"PeriodicalIF":0.0000,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"6","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Pedagogy","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.2478/jped-2021-0004","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"Social Sciences","Score":null,"Total":0}
引用次数: 6

Abstract

Abstract Numbers coming out of education departments in Australia suggest that, even though most Australian schools are open, and families are able to send their children to them, increasing numbers of parents are deciding to keep their children at home for their education (Queensland Government: Department of Education, 2020). It may be that, as the president of Australia’s home education representative body stated during the pandemic, Covid school closures offered a “risk-free trial” of home education (Lever, 2020) by providing an a-posteriori experience of education outside of schools. Building on the Covid experiences, this paper suggests that ‘accidentally falling into’ home education may be significant in understanding parents’ home education choices. Using numbers of home educators from Australia, and the associated data on their location and ages, this paper argues responsibilisation (see Doherty & Dooley, 2018) provides a suitable lens to examine how parents may decide, after an a-posteriori experience such as Covid school closures and previous, often negative, experiences of schooling, to home educate in the medium to long term. This paper proposes that increasing numbers of home educators will be seen in various jurisdictions where families perceive themselves responsibilised to home educate due to Covid as an a-posteriori experiences of home education. The paper proposes these families are ‘accidental’ home educators (English, 2021). By contrast, much more stable is the ‘deliberate’ home education population, those whose choices are based in a-priori beliefs about schooling. The paper proposes that the accidental home education category may be better able to explain the growing numbers of home educators in Australia and across the world, providing a means for governments to respond to the needs of this cohort, and the policies required to manage this population.
查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
在COVID期间获得无风险试验:意外和故意的家庭教育者,责任和越来越多的儿童在校外接受教育
来自澳大利亚教育部门的数据表明,尽管大多数澳大利亚学校都是开放的,家庭能够将孩子送到他们那里,但越来越多的父母决定让孩子留在家里接受教育(昆士兰州政府:教育部,2020)。可能正如澳大利亚家庭教育代表机构主席在大流行期间所说的那样,Covid学校关闭通过提供校外教育的事后经验,提供了家庭教育的“无风险试验”(Lever, 2020)。基于Covid的经验,本文认为“意外陷入”家庭教育可能对理解父母的家庭教育选择具有重要意义。本文使用来自澳大利亚的家庭教育工作者的数量,以及他们的位置和年龄的相关数据,认为责任(见Doherty & Dooley, 2018)提供了一个合适的视角,可以研究父母在经历了诸如Covid学校关闭和以前(通常是负面的)上学经历等事后经验后,如何决定中长期的家庭教育。本文提出,在不同的司法管辖区,越来越多的家庭教育工作者将被看到,在这些司法管辖区,由于Covid,家庭认为自己有责任进行家庭教育,这是一种后天的家庭教育经历。论文提出这些家庭是“偶然的”家庭教育者(英语,2021)。相比之下,“刻意”在家接受教育的人要稳定得多,他们的选择是基于对学校教育的先验信念。本文提出,意外家庭教育类别可能能够更好地解释澳大利亚和世界各地越来越多的家庭教育工作者,为政府提供一种手段来应对这一群体的需求,以及管理这一人口所需的政策。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 去求助
来源期刊
Journal of Pedagogy
Journal of Pedagogy Social Sciences-Education
CiteScore
1.10
自引率
0.00%
发文量
5
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.
期刊最新文献
Beneath the surface of compliant pupil behaviour: On how individuals in heterogeneous classes position themselves towards lessons’ content-based requirements Informal education for boys only? The theme of gender in the work of Jaroslav Foglar How principals identify low-performing teachers in public schools? Evidence from Chile Metacognition’s potential for Existentialism in classrooms Carers as mentors in inclusion: The case of Cyprus
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1