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Education without schoolsDiscovering alternatives$
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Helen E. Lees

Print publication date: 2013

Print ISBN-13: 9781447306412

Published to Policy Press Scholarship Online: May 2014

DOI: 10.1332/policypress/9781447306412.001.0001

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Against discovery of education without schools

Against discovery of education without schools

Chapter:
(p.103) Six Against discovery of education without schools
Source:
Education without schools
Author(s):

Helen E. Lees

Publisher:
Policy Press
DOI:10.1332/policypress/9781447306412.003.0006

The chapter begins by describing the limitations imposed on and of the scene of discovery. It outlines government information about EHE and explores the status quo, such as failure to grasp EHE as educational difference from schooling and a lack of information for parents about the difference and its legality as educational pathway. Local councils provide inaccurate information and make no active attempt to promote home education as possible. They also have an inaccurate attitude and behaviours with home educators. There is a need for officers with responsibility for home education to be properly trained on EHE terms of engagement. EHE parents bear the financial burden of this educational choice and UK government is not concerned to change this onus. This leads to inequality in the ability to practice EHE as an educational pathway due to unequal finances across families: EHE as privilege of the affluent is discussed. EHE as educational work is under-recognised in terms of value. Women are seen as the main educator figure and there is a brief discussion of sexism in undervaluing. DIY information via internet is the main source of accurate EHE information for discovery but there is no state control or quality assurance. This leads to serious questions about the relationship of the state to educational difference. Discovery is described as a complex matter.

Keywords:   local authority, information provision, training, families, inequality, internet, complexity, government, educational economics

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