Homeschooling can provide the opportunity for an inspiring educational journey
facilitated by a parent/educator. Stepping away from social norms, and fostering strong
relationships, influences and supports the negotiation of this dual role in this alternative
learning environment. The line between parent and educator is often blurred and
challenging to tease apart as parent/educators strive to support the unique learning
interests and goals of their students. In this thesis I consider the negotiation between these
roles by examining the lived experience of homeschool parent/educators through the
themes of relationships, normalization and ‘We are teachers’. British Columbia, Canada
(BC) is the context and influences analysis, findings and recommendations. The new BC
Ministry of Education’s curriculum's “transformational” focus is used to support the
position taken in this thesis that parent/educators are teachers in their own right. The
author’s unique experience as a homeschool parent/educator herself provides the
opportunity for a greater understanding into this under researched pedagogy. / Graduate
| Identifer | oai:union.ndltd.org:uvic.ca/oai:dspace.library.uvic.ca:1828/7739 |
| Date | 11 January 2017 |
| Creators | Efford, Karen E. |
| Contributors | Prendergast, Monica |
| Source Sets | University of Victoria |
| Language | English, English |
| Detected Language | English |
| Type | Thesis |
| Rights | Available to the World Wide Web, http://creativecommons.org/licenses/by-nc-nd/2.5/ca/ |
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