EXPERIENCE OF ADULTS WHO WERE “UNSCHOOLED” DURING THEIR YOUTH: A PHENOMENOLOGICAL APPROACH

• Authors: Gaudreau Joëlle , Brabant Christine
• Languages of publication: EN

Abstracts

EN

To better understand the experience of unschooling, non-directive in-depth interviews with five Quebec adults who had experienced it were conducted according to a phenomenological approach, revealing their perceptions of their educational experiences and their families, as well as their views of the world. Certain aspects of the testimonies corroborate the results of previous studies concerning self-directed learning, use of information technology, development of interests, and participation in a support group; others reveal limits when it comes to learning perseverance, pursuit of complex learning goals, school integration, and evaluation. The participants also spoke of family conflicts, parental control, negligence, and the influence of this experience on their views of society, work, the school system, and the role of government in education.

Keywords

EN

HOME-SCHOOLING; UNSCHOOLING; PHENOMENOLOGY; QUEBEC

• Publisher: Faculty of Education, Trnava University
• Journal: Pedagogický časopis (Journal of Pedagogy)
• Year: 2021
• Volume: 12
• Issue: 1
• Pages: 29 - 53

Contributors

author

Gaudreau Joëlle

• Department of Administration and Foundations of Education, PO Box 6128, Centre-ville Station, Université de Montréal, Montréal, Québec, Canada H3C 3J7

author

Brabant Christine

Identifiers

DOI

https://doi.org/10.2478/jped-2021-0002