It’s not nice, the discourse between homeschooling advocates and those who oppose it. And the not-niceness goes both ways.
I’ve just read this A response to the completely asinine “7 reasons I’d never homeschool my teen” by Rebecca English, which sent me to an article that I’d probably never come across otherwise.
“7 Reasons I’d Never Homeschool My Teen” by Ericka Sóuter wasn’t a bad article really – a light touch with some good points and finishes with “I tip my hat to all those moms and dads who successfully homeschool their children. It’s clearly not something every parent can do.” The article is not likely to put anyone off homeschooling, might make some consider some of the practicalities, but hardly deserves that level of derision. Asinine it is not. Completely asinine, definitely not.
I did have an issue with the home-schooling article though. It took a heavier style – more academic, less chatty – attacking each of the seven points. The first did it for me.
I could probably get him through algebra and geometry, but we’d both need a tutor when it came to calculus. Sure, I took it in high school but it was in one ear and out the other as soon as the final was finished. (Ericka Sóuter)
which raised this response from Rebecca English…
Two responses. One, does your child (I’m assuming son but girls can be homeschooled too!) really need calculus? Seriously? What about if they aren’t going into pure math, engineering or some other field that requires calculus. If so, why labour the point and study it? Two, if they do need it, why can’t they get a tutor?
I would despair of any teacher who said why bother learning about anything. If a parent says it, children at least have the chance that some teacher along the way will expose them to some subject that may become their passion. But if the parent/teacher is the ongoing influence, what then for the child who might have an inborn bent toward that subject.
Much as I hated most of my school years, there were glimmers, and one teacher in particular who fed something
Much as I hated most of my school years, there were glimmers, and one teacher in particular who fed something about language that no parent, nor dud teacher, could ever take away.
When my children were small, I quickly realised that I could only take them so far. It needed outside influence and not the controlled “get a tutor” response. Even before school age, I could see that some of their abilities were far beyond my own – and I don’t consider myself a dunce.
Why would the likes of you want to learn calculus anyway? Assuming that you even know such a thing exists.
This is where the “facilitator” line falls down – whether it comes from a teacher or a homeschooler. It assumes that either the facilitator will know what is needed or the child will take them there; it assumes pathways are not only open but apparent; and it ignores the cultural norms and their corresponding demands for conformity that make so many options seem out of the question. Why would the likes of you want to learn calculus anyway? Assuming that you even know such a thing exists.
This is how disadvantage and discrimination work at their best – not by overt blocking but by ensuring that children are never aware of the possibilities open to them.
