Abstract This study aims to examine in detail the ethical dilemmas faced by private school teachers. The study employed a phenomenological research design. The study group comprised 15 teachers working at private schools in a province located in the southeastern region of Turkey in the 2020-2021 academic year, who were determined by the maximum variation sampling method. A semi-structured interview form was used as the data collection instrument. Collected data were subjected to phenomenological analysis. According to the findings, ethical dilemmas faced by private school teachers can be categorized under the themes of “parents,” “students,” “school administration,” and “co-workers.” Ethical dilemmas in private schools have been found to differ in some aspects from those in public schools. Also, it was observed that teachers dealt with ethical dilemmas under the fear of losing their jobs. The results are discussed in the context of professional and workplace problems faced by private school teachers, and recommendations are presented accordingly.
{"title":"Teaching at private schools: A phenomenological study on ethical dilemmas","authors":"Servet Üztemur, Abdurrahman İlğan, Emre Sevigen","doi":"10.2478/jped-2022-0003","DOIUrl":"https://doi.org/10.2478/jped-2022-0003","url":null,"abstract":"Abstract This study aims to examine in detail the ethical dilemmas faced by private school teachers. The study employed a phenomenological research design. The study group comprised 15 teachers working at private schools in a province located in the southeastern region of Turkey in the 2020-2021 academic year, who were determined by the maximum variation sampling method. A semi-structured interview form was used as the data collection instrument. Collected data were subjected to phenomenological analysis. According to the findings, ethical dilemmas faced by private school teachers can be categorized under the themes of “parents,” “students,” “school administration,” and “co-workers.” Ethical dilemmas in private schools have been found to differ in some aspects from those in public schools. Also, it was observed that teachers dealt with ethical dilemmas under the fear of losing their jobs. The results are discussed in the context of professional and workplace problems faced by private school teachers, and recommendations are presented accordingly.","PeriodicalId":38002,"journal":{"name":"Journal of Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79728353","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract This article takes up a question of how early childhood studies and kinesiology might undertake interdisciplinarity together. Working with the provocation of the phrase ‘movement belongs to all of us’, this article probes the character of three particular interdisciplinary alliances between early childhood studies and kinesiology, asking what becomes possible and impossible for interdisciplinary work amid each collision. These intersections include moving with humans and new materialist movements, dancing childhoods and bodily boundaries, and doing collaboratories and social justice. Working closely with each of these intersections, I propose discord, perceptibility, and collectivity as three possible practices toward inventing unfamiliar interdisciplinarity between early childhood studies and kinesiology.
{"title":"Movement belongs to all of us? Thinking interdisciplinarity with early childhood studies and kinesiology","authors":"Nicole Land","doi":"10.2478/jped-2022-0004","DOIUrl":"https://doi.org/10.2478/jped-2022-0004","url":null,"abstract":"Abstract This article takes up a question of how early childhood studies and kinesiology might undertake interdisciplinarity together. Working with the provocation of the phrase ‘movement belongs to all of us’, this article probes the character of three particular interdisciplinary alliances between early childhood studies and kinesiology, asking what becomes possible and impossible for interdisciplinary work amid each collision. These intersections include moving with humans and new materialist movements, dancing childhoods and bodily boundaries, and doing collaboratories and social justice. Working closely with each of these intersections, I propose discord, perceptibility, and collectivity as three possible practices toward inventing unfamiliar interdisciplinarity between early childhood studies and kinesiology.","PeriodicalId":38002,"journal":{"name":"Journal of Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84653070","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract This study presents new knowledge arising from teachers’ verbal accounts of successes and obstacles in the organizational and practical work of upper-secondary schools with newly arrived students. The analysis reveals several dimensions contributing to the construction and reconstruction of successes and obstacles in the teachers’ accounts. Teachers are constructed as actors with a power advantage relative to the “newly arrived student.” They set the agenda for student behavior, with an inclusive approach that is crucial to achieving success and counteracting obstacles. The approach imposes demands on how upper-secondary schools organize their work with newly arrived students and plays a role in determining supports and room for maneuvering that teachers have. Through the presented analysis, the study contributes to the development of knowledge in terms of four areas. First is the narrative processing of the combination of success and obstacles in the work with newly arrived students. Second is the importance of these stories for the representation of social pedagogical recognition and lack of recognition in the school context. The third area is identity creation and re-creation of professional actors (teachers), and the fourth area of knowledge involves alternative approaches to analysis compared to the typically expected didactic perspective. The study also contributes to the development of knowledge regarding the question of how a school’s morals function in relation to the previous and current experiences of teachers and newly arrived students.
{"title":"Successes and obstacles in the work of upper-secondary schools with newly arrived students: A constructivist-inspired analysis of teachers’ verbal accounts regarding their schools’ organizational and practical work","authors":"Emma Medegård, Karolina Henrixon, Goran Bašić","doi":"10.2478/jped-2022-0001","DOIUrl":"https://doi.org/10.2478/jped-2022-0001","url":null,"abstract":"Abstract This study presents new knowledge arising from teachers’ verbal accounts of successes and obstacles in the organizational and practical work of upper-secondary schools with newly arrived students. The analysis reveals several dimensions contributing to the construction and reconstruction of successes and obstacles in the teachers’ accounts. Teachers are constructed as actors with a power advantage relative to the “newly arrived student.” They set the agenda for student behavior, with an inclusive approach that is crucial to achieving success and counteracting obstacles. The approach imposes demands on how upper-secondary schools organize their work with newly arrived students and plays a role in determining supports and room for maneuvering that teachers have. Through the presented analysis, the study contributes to the development of knowledge in terms of four areas. First is the narrative processing of the combination of success and obstacles in the work with newly arrived students. Second is the importance of these stories for the representation of social pedagogical recognition and lack of recognition in the school context. The third area is identity creation and re-creation of professional actors (teachers), and the fourth area of knowledge involves alternative approaches to analysis compared to the typically expected didactic perspective. The study also contributes to the development of knowledge regarding the question of how a school’s morals function in relation to the previous and current experiences of teachers and newly arrived students.","PeriodicalId":38002,"journal":{"name":"Journal of Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72730956","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract The paper draws on two drama series in Asia and demonstrates that studying issues related to gender roles and equality through popular historical Asian drama series is both challenging and fruitful. The present study not only illustrates the complexity involved in studying gender roles and gender equality, but also suggests several teaching pedagogies. Looking at gender roles and equality from a historical perspective and employing a comparative analysis of the past and present can help students assess whether gender roles and equality have remained the same or evolved in the Asian context. Critical literacy enables the broadening of perspectives when taking into consideration the gender roles adopted by the various characters to survive in the complex world. Critical literacy, pedagogies of affect as well as pedagogies of invitation and transformation can be utilized to examine how performing assigned gender roles can result in favouritism, which may in turn lead to atrocities. The implications of the study may be applicable to contexts outside Asia.
{"title":"Gender roles and equality through popular Asian drama series: critical interpretations and pedagogical implications","authors":"Chiew Hong Ng, Y. L. Cheung","doi":"10.2478/jped-2022-0002","DOIUrl":"https://doi.org/10.2478/jped-2022-0002","url":null,"abstract":"Abstract The paper draws on two drama series in Asia and demonstrates that studying issues related to gender roles and equality through popular historical Asian drama series is both challenging and fruitful. The present study not only illustrates the complexity involved in studying gender roles and gender equality, but also suggests several teaching pedagogies. Looking at gender roles and equality from a historical perspective and employing a comparative analysis of the past and present can help students assess whether gender roles and equality have remained the same or evolved in the Asian context. Critical literacy enables the broadening of perspectives when taking into consideration the gender roles adopted by the various characters to survive in the complex world. Critical literacy, pedagogies of affect as well as pedagogies of invitation and transformation can be utilized to examine how performing assigned gender roles can result in favouritism, which may in turn lead to atrocities. The implications of the study may be applicable to contexts outside Asia.","PeriodicalId":38002,"journal":{"name":"Journal of Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86996656","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract This paper aims at examining the institutional framework within which Special Units (SUs) in Cypriot secondary education operate. The establishment of SU targets to facilitate the education of pupils defined as having special educational needs (SEN) in mainstream schools, and their operation is governed by the 1999 law and subsequent amending acts and circulars. Neither the operation of the SUs and the institutional framework that guides their operation have yet been investigated. The main aim of our research was to investigate teachers’ and parents’ views of the way in which SUs function, as well as their opinions of the legislative sections relating to the special units. This process led to the creation of a critical approach called the Institutional Framework for Special Units in Cyprus. Lastly, the participants were asked to propose ways in which the SUs could operate an inclusive environment. This paper presents qualitative research conducted in three secondary schools in Cyprus. Our sample consisted of 52 participants (heads, special education associate administrators, assistant heads, teachers, parents) over a five month timespan (September 2017-February 2018). The results lead to the conclusion that immediate action for further improvement and change is imperative, primarily for the benefit of pupils defined as having SEN.
{"title":"Examining the legislative and institutional framework for special units in Cyprus","authors":"Charalampous Constantia, Papademetriou Christos","doi":"10.2478/jped-2021-0008","DOIUrl":"https://doi.org/10.2478/jped-2021-0008","url":null,"abstract":"Abstract This paper aims at examining the institutional framework within which Special Units (SUs) in Cypriot secondary education operate. The establishment of SU targets to facilitate the education of pupils defined as having special educational needs (SEN) in mainstream schools, and their operation is governed by the 1999 law and subsequent amending acts and circulars. Neither the operation of the SUs and the institutional framework that guides their operation have yet been investigated. The main aim of our research was to investigate teachers’ and parents’ views of the way in which SUs function, as well as their opinions of the legislative sections relating to the special units. This process led to the creation of a critical approach called the Institutional Framework for Special Units in Cyprus. Lastly, the participants were asked to propose ways in which the SUs could operate an inclusive environment. This paper presents qualitative research conducted in three secondary schools in Cyprus. Our sample consisted of 52 participants (heads, special education associate administrators, assistant heads, teachers, parents) over a five month timespan (September 2017-February 2018). The results lead to the conclusion that immediate action for further improvement and change is imperative, primarily for the benefit of pupils defined as having SEN.","PeriodicalId":38002,"journal":{"name":"Journal of Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87421615","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Globally, pedagogical reform policy seeks to give space to learners’ voices. But teachers often struggle to engage learners in knowledge construction, deconstruction and reconstruction; as advocated by official curriculum reform policy. Aligning classroom practice to pedagogical-reform policy remains an uphill struggle for most teachers. This article examines Zimbabwean teachers’ efforts to align teaching methods to new curriculum policy which seeks to engage learners in classroom discourse. Using a qualitative multiple-case study and the theoretical lens of sensemaking, a case study of History teachers assessed how they were implementing new pedagogical prescriptions. Data gathered from the document analysis, interviews and 47 lesson observations suggest that, although participants made efforts to open up a space for learners’ voices, they often drifted towards teacher-centred practice. Some participants complained that the unavailability of technology‑based instructional resources, recommended in the new reform policy, made them resort to rote pedagogy. Others believed that teacher didacticism and the dictation of notes were inevitable in History instruction. The use of learner‑centric approaches (as advocated by policy) appeared to be just a drop in the ocean. This study recommends pedagogical reorientation for teachers if learners’ voices are to be heard and large-scale instructional reforms are to be successfully enacted at classroom level.
{"title":"Searching for learners’ voices: Teachers’ struggle to align pedagogical-reform policy with instructional practice","authors":"G. Chimbi, L. Jita","doi":"10.2478/jped-2021-0010","DOIUrl":"https://doi.org/10.2478/jped-2021-0010","url":null,"abstract":"Abstract Globally, pedagogical reform policy seeks to give space to learners’ voices. But teachers often struggle to engage learners in knowledge construction, deconstruction and reconstruction; as advocated by official curriculum reform policy. Aligning classroom practice to pedagogical-reform policy remains an uphill struggle for most teachers. This article examines Zimbabwean teachers’ efforts to align teaching methods to new curriculum policy which seeks to engage learners in classroom discourse. Using a qualitative multiple-case study and the theoretical lens of sensemaking, a case study of History teachers assessed how they were implementing new pedagogical prescriptions. Data gathered from the document analysis, interviews and 47 lesson observations suggest that, although participants made efforts to open up a space for learners’ voices, they often drifted towards teacher-centred practice. Some participants complained that the unavailability of technology‑based instructional resources, recommended in the new reform policy, made them resort to rote pedagogy. Others believed that teacher didacticism and the dictation of notes were inevitable in History instruction. The use of learner‑centric approaches (as advocated by policy) appeared to be just a drop in the ocean. This study recommends pedagogical reorientation for teachers if learners’ voices are to be heard and large-scale instructional reforms are to be successfully enacted at classroom level.","PeriodicalId":38002,"journal":{"name":"Journal of Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84368111","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Lifelong learning (LLL) became a basis for education policies in the 21st century. The GLLI (Global Lifelong Learning Index) ranks countries based on their performance in LLL (Kim, 2016). The present paper aims to compare a successful country (Germany) with a mid-performing country (Hungary) in two ways: (1) by comparing the two countries’ framework strategies and training requirements for lifelong learning, and (2) by comparing prospective views on learning in Hungarian (NH=14) and German (NG=14;) kindergarten student teacher groups using Verges’ association matrices in order to identify the key LLL elements in their views. The target group for the qualitative research was selected based on the pedagogical phenomenon that the views of prospective teachers have a great impact on their later work, including in relation to child development (Ránki, 2002; Dudás, 2005; Takács, 2016). The results show that there are some differences in the interpretation of LLL between the two countries, which can be observed in the regulatory documents and the associations made by student kindergarten teachers. The results reveal differences in the importance of self-regulated learning, learning motivation and social competences, and some common elements, like playfulness or joy, in learning activities.
{"title":"Is the secret to effective lifelong learning lurking in the views of prospective kindergarten teachers? Comparing German and Hungarian prospective kindergarten teachers’ views on learning","authors":"Nikolett Flick-Takács","doi":"10.2478/jped-2021-0009","DOIUrl":"https://doi.org/10.2478/jped-2021-0009","url":null,"abstract":"Abstract Lifelong learning (LLL) became a basis for education policies in the 21st century. The GLLI (Global Lifelong Learning Index) ranks countries based on their performance in LLL (Kim, 2016). The present paper aims to compare a successful country (Germany) with a mid-performing country (Hungary) in two ways: (1) by comparing the two countries’ framework strategies and training requirements for lifelong learning, and (2) by comparing prospective views on learning in Hungarian (NH=14) and German (NG=14;) kindergarten student teacher groups using Verges’ association matrices in order to identify the key LLL elements in their views. The target group for the qualitative research was selected based on the pedagogical phenomenon that the views of prospective teachers have a great impact on their later work, including in relation to child development (Ránki, 2002; Dudás, 2005; Takács, 2016). The results show that there are some differences in the interpretation of LLL between the two countries, which can be observed in the regulatory documents and the associations made by student kindergarten teachers. The results reveal differences in the importance of self-regulated learning, learning motivation and social competences, and some common elements, like playfulness or joy, in learning activities.","PeriodicalId":38002,"journal":{"name":"Journal of Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82475627","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract In March 2020 a state of emergency was declared in the Czech Republic in response to the COVID-19 pandemic, which that resulted in the closures of schools. The provision of education continued through mandatory remote home-based education. The aim of this study is to use in-depth interviews to show how Czech families with children at the primary levels of education have coped with this situation. Based on a qualitative analysis, it is possible to state that the families who participated in the research were coping well with the situation and had come up with effective arrangements both for providing education and for fulfilling other responsibilities. The research also revealed that many families consider this to be very demanding time. At the same time, we identified that the way how families tackled the situation of home-based education depended on several factors. The key role was played by the school factor, namely the quality of remote education offered by school and the communication between the school and the parents. The analysis showed that although the quality of communication and remote education offered by school improved between spring 2020 and autumn 2020, schools still have much room to improve the education provided.
{"title":"Remote home-based education as a new phenomenon in the time of the covid-19 pandemic – the experience of Czech families","authors":"Yvona Kostelecká, T. Komárková, V. Novotná","doi":"10.2478/jped-2021-0007","DOIUrl":"https://doi.org/10.2478/jped-2021-0007","url":null,"abstract":"Abstract In March 2020 a state of emergency was declared in the Czech Republic in response to the COVID-19 pandemic, which that resulted in the closures of schools. The provision of education continued through mandatory remote home-based education. The aim of this study is to use in-depth interviews to show how Czech families with children at the primary levels of education have coped with this situation. Based on a qualitative analysis, it is possible to state that the families who participated in the research were coping well with the situation and had come up with effective arrangements both for providing education and for fulfilling other responsibilities. The research also revealed that many families consider this to be very demanding time. At the same time, we identified that the way how families tackled the situation of home-based education depended on several factors. The key role was played by the school factor, namely the quality of remote education offered by school and the communication between the school and the parents. The analysis showed that although the quality of communication and remote education offered by school improved between spring 2020 and autumn 2020, schools still have much room to improve the education provided.","PeriodicalId":38002,"journal":{"name":"Journal of Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88960594","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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.
{"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":"https://doi.org/10.2478/jped-2021-0004","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":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84329511","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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.”
{"title":"The gift of homeschooling: Adult homeschool graduates and their parents conceptualize homeschooling in North Carolina","authors":"Marta Mccabe, A. Beláňová, Kateřina Machovcová","doi":"10.2478/jped-2021-0006","DOIUrl":"https://doi.org/10.2478/jped-2021-0006","url":null,"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.”","PeriodicalId":38002,"journal":{"name":"Journal of Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89442456","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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