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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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Understanding discovery differences

Understanding discovery differences

Chapter:
(p.143) Eight Understanding discovery differences
Source:
Education without schools
Author(s):

Helen E. Lees

Publisher:
Policy Press
DOI:10.1332/policypress/9781447306412.003.0008

Chapter 8 presents a tripartite framework to respect and/or judge EHE discovery motivations: negative, excuse and genuine discovery. All actual EHE is deemed genuine and excuse may become genuine. The negative claim of EHE practice where abuse occurs is not EHE, but criminality and rare. Understanding genuine EHE is to see it in action: the active element is a sign of education occurring. The trust of parents involved in active EHE is a key site of democratic social expression: professionals linked to EHE need to respect parental choice. The Kyra Ishaq case in Birmingham, UK is discussed as negative discovery. Truancy fines and court cases can be excuse discovery but this can develop into active EHE. Genuine discovery involves a transformation to some degree of the person who experiences it: another way of living opens up with time; joy is characteristically involved in genuine active practice. The importance is discussed of making distinctions between different kinds of EHE discovery to avoid widespread prejudice against genuine home educators. A framework is offered which enables professionals dealing with EHE matters to separate out genuine home educators from difficult and tainting conflations: there is a need to assess real EHE properly, without confusions and illegality by focusing on parents not children, using autonomous practice that refutes standard educational assessments.

Keywords:   Education policy, policy framework, discovery differences, legality, truancy, safe-guarding, abuse, joy, inspection, assessment

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