美国“在家上学”运动与高校的应对

随着美国"在家上学"运动的迅速发展,越来越多"在家上学"的学生开始进入高校学习或准备读大学。针对这一特殊群体,美国高校采取的政策主要有三类:完全拒斥、特别青睐以及与其他学生一视同仁;但整体而言,越来越多的美国高校开始接受和认可这类学生。美国高校政策转变的动力在于美国高等教育的市场化机制、分权制管理体制以及对多样性的珍视。对于以"在家上学"为代表的多元化的教育形式,我国高校也应采取包容的态度,满足多元化的教育需求。     

Inspection of Home Education in European Countries

In many European countries and in North America, home education is a viable alternative for education at school. Parents who want to home school their child are legally allowed to do so, although some countries impose rather strict conditions. This article concentrates on the way authorities supervise or inspect the quality of home education. A comparison is made of inspection regulations in 14 European countries. Substantial differences were found, regarding among other things the function of inspection, inspection methods and the outcomes. Most countries do not have data on the effectiveness of inspection. It is recommended that governments screen their procedures for the inspection of home education using criteria such as transparency, consistency, and efficiency.     

略论家庭学校教育的优势及影响

近年来,家庭学校教育作为一种教育选择形式,已成为一支不可忽视的教育力量。其优势也必将对我国教育的制度政策、学校教育、家庭教育等多方面产生一定的影响。     

The profitable adventure of threatened middle-class families: an ethnographic study on homeschooling in South Korea

South Korean society in the late 1990s was confronted with socio-economic setbacks and discursive turbulence concerning the quality of education being provided. It was at such a particular historical juncture of South Korean society that I conducted ethnographic research on homeschooling families. Based on field data collected from four homeschooling families, this article examines how lower middle-class families at first manifested their education fever in an unprecedented adoption of homeschooling, and then returned their children to school within the same socio-cultural context. Central to this article’s analysis is what members of these middle-class families, especially children, experienced during the homeschooling period, and how parents negotiated their rationale for homeschooling and returning their children to school within contesting discourses (e.g., deschooling and neo-liberalism). As will be shown, despite experiencing difficulties in pursuing a self-fashioned education in a school-centered society, the families benefited from homeschooling in terms of acquiring “neo-liberal” mentalities for survival without risking their established socio-cultural status. As such, this article reconfirms the ambivalent characteristics of the alternative education movement in South Korea and its inevitable connection with the middle-class habitus embedded in the South Korean socio-cultural context.