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Homeschooling : heeding the voices of learners

dc.contributor.authorVan Schalkwyk, Lizebelle
dc.contributor.authorBouwer, Cecilia, 1946-
dc.date.accessioned2012-03-02T06:22:26Z
dc.date.available2012-03-02T06:22:26Z
dc.date.issued2011-12
dc.description.abstractHomeschooling research to date has focused mainly on the perspective of homeschool educators. However, heeding the voices of homeschool learners is essential for a reliable understanding of the homeschool context. This article focuses on findings regarding one homeschool learner who was a participant in a qualitative, multiple case-study of four homeschools. Homeschool educators and learners were interviewed concerning their discourses and perspectives regarding their respective homeschools. Projections were used that explored participants’ meanings at a deeper level, and there were three sessions of non-participating observation in each homeschool. The views of the homeschool learners corresponded, to a certain extent, with those of the homeschool educators, but also indicated some significant differences. Although the limited scope of the investigation prohibits generalisation, the homeschool educators all appeared to be convinced that they were acting in their children’s best interests, and yet often without accommodation or awareness of their particular needs. The homeschool learners did not communicate their needs or feelings on a conscious level, but instead bowed to the educators’ wishes. The lack of congruence on a deeper level between the views of the homeschool educators and learners is discussed from a bio-ecological perspective, thus giving due regard to both the entire context of each homeschool and developmental factors. We shall consider the implications of the findings for homeschool practice, further research and policy.en_US
dc.description.librariangv2012en
dc.description.urihttp://www.tandfonline.com/loi/redc20en_US
dc.identifier.citationLizebelle van Schalkwyk & Cecilia Bouwer (2011): Homeschooling: Heeding the voices of learners, Education as Change, 15:2, 179-190.en_US
dc.identifier.issn1682-3206 (print)
dc.identifier.issn1947-9417 (online)
dc.identifier.other10.1080/16823206.2011.619147
dc.identifier.urihttp://hdl.handle.net/2263/18334
dc.language.isoenen_US
dc.publisherRoutledgeen_US
dc.rights© 2011 Centre for Education Practice Research (CEPR). This is an electronic version of an article published in Education As Change, Volume 15, No. 2, December 2011, pp. 179–190. Education As Change is available online at: http://www.tandfonline.com/loi/redc20. This article is embargoed by the publisher until June 2013.en_US
dc.subjectHomeschoolen_US
dc.subjectHomeschool learneren_US
dc.subjectLearner perspectiveen_US
dc.subject.lcshHome schoolingen
dc.titleHomeschooling : heeding the voices of learnersen_US
dc.typePostprint Articleen_US

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