Conditioning abounds within society involving assumptions regarding the word “education” that it refers to schooling. Discovering it does not have to is a revelation for many. The UK is an educational state provider acting prejudicially against elective home education, despite some excellent features. Prejudice is largely tolerated, not significantly contested and causes havoc for many families. There is a limitation on educational choice and closure of diverse routes to being and becoming that various forms of education can afford which is democratically dangerous. Reframing how we judge effective EHE practice is useful. Parenting becomes impoverished because of enframing of the self into standardized models that schooling involves and also perpetuates. EHE can allow richer conceptions of the parent to flourish. Educationism can work against EHE practitioners in educational studies and against academic educationists. Concern now may rightly lie more in problematizing deep-seated hidden formative ways of technological coding than ways of education, due to the impact on the self of technology and its increasing role in education. Mechanics of discovery of other educational possibilities from a foreclosed and enframed educational imaginary are highlighted. New concepts in education are required.
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