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Title: Towards geographies of ‘alternative’ education: a case study of UK home schooling families
Authors: Kraftl, Peter
First Published: 8-Jun-2012
Publisher: Wiley-Blackwell on behalf of the Royal Geographical Society (with the Institute of British Geographers)
Citation: Transactions of the Institute of British Geographers, 2013, 38 (3), pp. 436-450
Abstract: In this paper, I argue for the development of geographies of ‘alternative’ education. In light of growing geographical interest in education, I argue for a focus on sites that explicitly offer non-mainstream, non-state-sanctioned forms of learning in contexts where it is assumed that children will go to school. I exemplify my discussion through interviews with 30 UK-based homeschooling families. In seeking to advance geographical research on education, I make three key contributions. First, I exemplify how focusing on learning itself – and not just spatial contexts for learning – uncovers how spatial experiences and discourses are key to the constitution of alternative educational practices like homeschooling. Second, I consider the multiple and contradictory ways in which homeschooling constituted an ‘alternative’ educational space, discuss whether and how geographers should seek to affirm (all) such spaces and attend to some of the potential political/moral dilemmas that are provoked by the place of emotion in homeschoolers’ accounts. Third, I outline briefly some implications of this paper for further research on geographies of education, and family/inter-generational relations.
DOI Link: 10.1111/j.1475-5661.2012.00536.x
ISSN: 0020-2754
eISSN: 1475-5661
Version: Pre-print
Type: Journal Article
Description: This is a pre-peer review version of the paper which was substantially revised before publication. The definitive version is available at or through the links above.
Appears in Collections:Published Articles, Dept. of Geography

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