Learning in the Absence of Education
Essays on Homeschooling
© Beverley Paine
Index
Homeschool
Australia
Home Learning Schools?
The discussion around the table at group gatherings often turns to Home Education Schools. This may sound contradictory - how can we organise a school for homeschoolers?
I foresee that any such arrangement would need to retain the responsibility for individual children’s learning with their parents. This is a key issue with home education - parents and children determine educational goals and outcomes, not bureaucrats or ‘teachers’.
Such ‘schools’ could be places where children and adults gather to exchange skills and information, play, have fun, try out new things, pool resources, etc. Some arrangements could be made where some parents could ‘look after’ children from other families. Clear boundaries of responsibilities need to be set, but it could work well, especially if the parents of 'minded' children realise that the final responsibility for the care of their children rests solely with them.
Pooling resources would allow accessing of wider resources than individual families could achieve, yet still allow retention by families of the control and direction of their children’s education.
I believe a home learning ‘school’ would work best if adults, either from the parent body, or from the wider community, could offer their skills and expertise in any way they wanted to. This would be something like a TAFE college system, where tutors make themselves available. The home based learning ‘school’ could offer a regular venue, and the parents could collectively organise a calendar. Fees would be the responsibility of whoever wanted to be paid! Courses and subjects could be whatever the community wanted to offer, or felt a need for. It would be up to individuals to organise what they needed - for example if one family felt a need for a ballet class, and they found a suitable teacher, but needed another three or four students to make it viable, then with the help of the parent body of the ‘school’, they could make it happen. If someone felt algebra was important, and was willing to give a short course or regular class, than that could be advertised and organised. I could see this as a viable form of administration. Anything that leaves the organisation up to a few, or a committee will eventually fold, or become too 'school' like.
In order to run and finance such a venue fees would need to be collected. I have found in the past that when people pay for a service they take their responsibilities and commitments far more seriously.
This type of ‘school’ would recognise the abilities and talents of all people, not just those with‘accredited training’ in specialised areas. Subjects and courses run at the ‘school’ would not be‘ageist’! Anyone would be able to enroll and participate - it would be negotiable between tutor and student. All 'school' members would have to comply with an overall philosophy and policy agreed upon by the entire 'school' community. This policy should be reviewed regularly, at least annually.
It is possible such a ‘school’ might eventually be able to employ people, including young people, in managerial and administrative roles (but not as sole decision makers!). It could also be a centre for promoting information about alternative education models, and act as a resource centre, library and drop in centre for home based learning families. It could be called a Home Education Resource Centre.
A good social life is essential to any close community working together. Lots of time for fun and celebration is absolutely crucial for success and happiness. Regular social events replace tiresome meetings. Happy chatting replaces debate and discussion!
If a ‘school’ like this could remain autonomous and unfunded by government money so much the better. It would be a school for the people by the people!
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Excerpt from Learning in the Absence of Home Education: Essays on Homeschooling
© Beverley Paine, 1999
