消解学校神话的社会——伊利奇“去学校化”教育思想评述

20世纪60年代末70年代初,鉴于当时美国教育的低效和社会危机的迸发,美国批判教育思想家伊万.伊利奇激烈批判学校教育制度,提出通过"去学校化"来改造社会的理想。他提倡用四种学习网络消解学校的实体存在,即教育用品的咨询服务、技能交流、同伴切磋、专职教育家的咨询服务。虽然伊利奇对"去学校化"社会的构建缺乏可信的论证,但是他的大胆设想激起了人们对教育弊病的思考及对其他可能的教育形式的探索热情,"去学校化"教育思想为这一时期开始兴起的在家教育实践于教育系统外围进行另类教育尝试提供了理论支持,至今仍在一定的范围内对教育产生着影响。     

Who I Am and What I Think: The Contribution of Personality and Socioeconomic Traits to the Attitudes of Homeschooling Parents toward the Education System and Homeschooling in Israel

The consistent growth of homeschooling in recent decades can be considered a reflection of public criticism of the education system. This criticism has given rise to alternative education methods; homeschooling is one of the most radical examples. In light of the increasing scope of homeschooling and its significant implications, it is important to understand its origins. However, the research on the attitudes of parents who choose homeschooling has not considered the role of personality of parents in their attitudes. The purpose of the present research was to examine the contribution of socioeconomic and personality traits of parents to their attitudes, focusing on neuroticism, openness to experience, and anxiety and avoidance attachment styles. The findings indicated that parents’ personality contributed significantly to the explanation of their attitudes; in some cases, this contribution was mediated by their socioeconomic traits.     

The Rise of Homeschooling Regulation in the Era of School Choice: Legislative and Judicial Trends, 1972–2009

Over the past four decades, states have increasingly regulated the practice of homeschooling. It is unclear, however, what initial conditions prompt states to regulate and whether states use the legislative or judicial system to do so. Using event history analyses, we identify how state-level political dynamics, social movement mobilization, and educational policies have shaped the timing of pertinent regulatory efforts by courts and state legislatures. Interestingly, predicting the timing of initial government court successes regarding homeschooling regulation is a different story from the one about the conditions that facilitate early adoption of homeschooling legislation. We show that homeschooling legislation reflects state-level educational, diffusion, and social movement dynamics. In contrast, early regulation via the courts is primarily determined by diffusion, and not by educational or social movement dynamics. Courts are both leading and lagging indicators of homeschooling regulation, because courts react to legislation and vice versa. In contrast, homeschooling legislation tends to be purely a lagging indicator, enacted largely in response to court decisions and in light of highly contentious school-choice and accountability-related policies.