Homeschooling in the United States

Examining the Rationales for Individualizing Education

Bibliographic Data

ID11137202
AuthorsT Jameson Brewer (0000-0002-2927-3235, University of North Georgia, corresponding author), Christopher Lubienski (0000-0001-7372-5801, Indiana University)
Year2017
Volume28
Issue2
Pages21-38
Publication date2017-08-01
Open AccessYes
TypeARTICLE
VenuePro-Posições (JOURNAL)
Journal identifiersISSN: 0103-7307 • E-ISSN: 1980-6248
PublisherFapUNIFESP (SciELO) (PUBLISHER)
DOI10.1590/1980-6248-2016-0040
OpenAlexW2751483111
SciELOS0103-73072017000200021
LanguageEN
Citations received6
References cited17

This article provides an exploratory overview of the history of homeschooling in the United States in addition to examining some of the claims made by advocacy organizations. There are two broad categories of rationales for homeschooling: (1) empirical — claims of greater efficiency, effectiveness, or pedagogical appropriateness; and (2) ideological – often informed by a religious or political disposition. A detailed discussion of both rationales is provided. First examined are claims made by homeschooling advocates related to effectiveness and efficiency, finding that this rationale does not have the same validity that ideological rationales like religion and safety may have. Finally, these rationales are cast against the backdrop of the aims of education as a mechanism for the collective good or for the individual good

Disposition · Economics · Epistemology · Ideology · Mechanism (biology) · Pedagogy · Political science · Politics · Positive economics · Public relations · Sociology · Diverse Education Studies and Reforms · Law · Psychology · Public Administration · Social Psychology

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