Family unity objectives of parents who teach their children: Ideological and pedagogical orientations to home schooling

Mayberry, Maralee; Knowles, J. Gary

doi:10.1007/bf01112403

Cited by 27 publications

(17 citation statements)

References 10 publications

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“…My data show that many homeschooling mothers saw the roles of teacher and mother to be intricately connected. Other studies also show this pattern and find that many homeschoolers reject modernist assumptions that create separate institutions for education and family, and instead think of their roles as mothers, teachers, and homemakers as one unified role (Mayberry and Knowles 1989; Mayberry et al 1995). Yet this existing research is cross‐sectional and aimed at explaining parents' motivations to homeschool as reported at one point in time.…”

Section: Resultsmentioning

confidence: 93%

“…Research has shown that homeschooling is not a monolithic movement. Although Van Galen (1988) classifies homeschoolers as either ideologues, who homeschool because of their religious beliefs, or pedagogues, who homeschool for academic reasons, she acknowledges that these are ideal types, and, in reality, many homeschoolers are motivated by a variety of goals (see also Knowles 1988; Mayberry 1992; Mayberry and Knowles 1989). Homeschoolers vary in other ways as well: Mayberry and her colleagues (1995) report that homeschoolers are from all races (though typically white), socioeconomic statuses (though usually middle class and above), and family types (though overwhelmingly from intact nuclear families).…”

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confidence: 99%

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Role Strain, Emotion Management, and Burnout: Homeschooling Mothers' Adjustment to the Teacher Role

Lois

2006

Symbolic Interaction

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Drawing from three years of field research with a homeschooling support group in the Pacific Northwest, I present the emotional stages mothers passed through as they tried to integrate the teacher role into their busy lives. In most cases, mothers found teaching more demanding than they had expected, straining their other roles as mothers and homemakers, as well as causing emotional burnout. To manage their insecurity, anxiety, and stress, mothers employed a variety of emotion management techniques. Mothers who successfully overcame burnout prioritized some roles, combined others, and received significant support from their husbands. I conclude by discussing the implications for theories of burnout.

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Section: Resultsmentioning

confidence: 93%

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confidence: 99%

Role Strain, Emotion Management, and Burnout: Homeschooling Mothers' Adjustment to the Teacher Role

Lois

2006

Symbolic Interaction

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“…For example, the most common theme in discussions of homeschooling is whether or not homeschooled kids are disadvantaged in the education they receive, versus children who attend regular school (Rudner, 1999). Other issues which have received significant attention are the legality of the practice (Marlow, 1994), the motivations of parents to homeschool (Knowles, 1991;Mayberry, 1988;Mayberry and Knowles, 1989), and the different ways in which homeschooling is accomplished (Mayberry, 1993;Thomas, 1998). In most of these discussions, the implications of homeschooling for citizenship are downplayed in favour of educational or methodological concerns.…”

Section: Introductionmentioning

confidence: 99%

Homeschooling and the Redefinition of Citizenship

Arai

1999

EPAA

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Homeschooling has grown considerably in many countries over the past two or three decades. To date, most research has focused either on comparisons between schooled and homeschooled children, or on finding out why parents choose to educate their children at home. There has been little consideration of the importance of homeschooling for the more general issue of citizenship, and whether people can be good citizens without going to school. This paper reviews the research on homeschooling, as well as the major objections to it, and frames these debates within the broader issues of citizenship and citizenship education. The paper shows that homeschoolers are carving out a different but equally valid understanding of citizenship and that policies which encourage a diversity of understandings of good citizenship should form the basis citizenship education both for schools and homeschoolers.

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“…Yet many also cite intimacy as one of their reasons for their choice (Mayberry and Knowles, 1989;Mayberry et al, 1995). But does this reason provide justification for their choice?…”

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confidence: 97%

Can intimacy justify home education?

Merry

Howell

2009

Theory and Research in Education

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Many parents cite intimacy as one of their reasons for deciding to educate at home. It seems intuitively obvious that home education is conducive to intimacy because of the increased time families spend together. Yet what is not clear is whether intimacy can provide justification for one’s decision to home educate. To see whether this is so, we introduce the concept of ‘attentive parenting’, which encompasses a set of family characteristics, and we examine whether and under what conditions attentive parents risk loss of intimacy by sending their children to school; or, alternatively, whether they can avoid this risk by educating children at home. What we will determine is whether families who exhibit the specified characteristics are prima facie justified in educating their children at home under the conditions of interest. We argue that, for attentive parents, home education not only promotes greater intimacy, but also provides insurance against the loss of intimacy that may occur under certain conditions when children attend schools.

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Family unity objectives of parents who teach their children: Ideological and pedagogical orientations to home schooling

Cited by 27 publications

References 10 publications

Role Strain, Emotion Management, and Burnout: Homeschooling Mothers' Adjustment to the Teacher Role

Role Strain, Emotion Management, and Burnout: Homeschooling Mothers' Adjustment to the Teacher Role

Homeschooling and the Redefinition of Citizenship

Can intimacy justify home education?

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