Abstract
It extends earlier research funded by the Education Training Foundation (ETF) that questioned if home education really was a choice for all or the least bad option for some children.
This impetus for this research began with the observation that increasing numbers of children are being home educated in England. It raised the question of what FE colleges are doing to support the needs of growing numbers of children who are transitioning from home education into FE.
Issues of researching the powerless and the under-privileged and the contribution education can make to restore social justice, or compensate for society, are developed through engagement with Bernstein’s (1996) foregrounding of how Pedagogic Rights matter in creating tensions and possibilities between past, present and future lives. Consideration is also given to Ball’s (2017) observation that success in education is still, despite rhetoric to the contrary, dependent upon social class and that the ‘businessification’ of education, which he argues, combines to perpetuate educational inequality. The work of Biesta (2009) contributes to a discussion of what we mean by a good education in an age where success is measured and micro-managed in terms of crude or blunt measures of educational outcomes. Issues of power are explored with reference to the work of Freire (1993), Bernstein (1996) and Biesta (2009). These are brought together to offer insights into what a good education might look like in practice. Dewey’s (1933) contributions to understanding of what we mean by good/democratic education are also examined.
Coffield’s (2008) call for a return to the restoring/positioning teaching and learning as the first priority in education is employed to begin to identify a possible way forward.
Key words: Pedagogic Rights, Elective Home Education, off-rolling
This impetus for this research began with the observation that increasing numbers of children are being home educated in England. It raised the question of what FE colleges are doing to support the needs of growing numbers of children who are transitioning from home education into FE.
Issues of researching the powerless and the under-privileged and the contribution education can make to restore social justice, or compensate for society, are developed through engagement with Bernstein’s (1996) foregrounding of how Pedagogic Rights matter in creating tensions and possibilities between past, present and future lives. Consideration is also given to Ball’s (2017) observation that success in education is still, despite rhetoric to the contrary, dependent upon social class and that the ‘businessification’ of education, which he argues, combines to perpetuate educational inequality. The work of Biesta (2009) contributes to a discussion of what we mean by a good education in an age where success is measured and micro-managed in terms of crude or blunt measures of educational outcomes. Issues of power are explored with reference to the work of Freire (1993), Bernstein (1996) and Biesta (2009). These are brought together to offer insights into what a good education might look like in practice. Dewey’s (1933) contributions to understanding of what we mean by good/democratic education are also examined.
Coffield’s (2008) call for a return to the restoring/positioning teaching and learning as the first priority in education is employed to begin to identify a possible way forward.
Key words: Pedagogic Rights, Elective Home Education, off-rolling
| Original language | English |
|---|---|
| Pages | 26 |
| Number of pages | 1 |
| Publication status | Published - Jul 2019 |
| Event | Education and Training Foundation Research Conference - Duration: 1 Jul 2019 → … |
Conference
| Conference | Education and Training Foundation Research Conference |
|---|---|
| Period | 1/07/19 → … |