Homeschooling in Chinese cities

Educational Implications for Post-Pandemic Schools

Datos Bibliográficos

ID7152607
AutoresTrevor Tsz-Lok Lee (0000-0002-8081-720X, Education University of Hong Kong, autor de correspondencia)
Año2025
Volumen77
Número3
Páginas790-809
Fecha de publicación2025-04-16
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaEducational Review (JOURNAL)
Identificadores de la revistaISSN: 0013-1911 • E-ISSN: 1465-3397
EditorialInforma UK Limited (PUBLISHER • GB)
DOI10.1080/00131911.2023.2234662
OpenAlexW4385064911
IdiomaEN
Citas recibidas3
Referencias citadas48

This article reports the findings of a multi-site qualitative study of 31 Chinese homeschooling families in Taipei and Hong Kong. Homeschooling, a significant source of inspiration for school innovation, has been growing around the globe in recent years, particularly in the wake of the COVID-19 pandemic highlighting the challenges facing mainstream schools. The findings reveal that the families under study chose to homeschool their children mainly because they were dissatisfied with mainstream schools in the Chinese context, which, as they described, were not sufficiently child-centric. Notably, their homeschooling practices were highly diversified and hybridised, including a variety of organisational methods, actors, and materials. Based on lessons learned from homeschooling, the findings indicate the need for mainstream schools to reimagine their relations with families and the outside world in terms of pedagogic time, space, relations, and resources to better respond to every student’s unique needs as well as the challenges ahead in the post-pandemic world

China · Context (archaeology) · Coronavirus disease 2019 (COVID-19) · Economic growth · Geography · Globe · Home education · Home school · Mainstream · Pandemic · Pedagogy · Political science · Public relations · Qualitative research · Social science · Sociology · Variety (cybernetics) · Diverse Education Studies and Reforms · Medicine · Psychology