Implementation of Multicultural Education in Unschooling and its Potential

Authors

DOI:

https://doi.org/10.18251/ijme.v20i3.1632

Keywords:

unschooling, homeschooling, multicultural education, curriculum conceptions, content analysis

Abstract

Unschooling is a form of homeschooling in which parents allow children to self-direct their education.  To determine if there was any evidence of unschoolers attending to the goals of multicultural education, we conducted a content analysis of a germinal resource—the 1977-1981 issues of Growing Without Schooling (GWS). Our analysis revealed that, in the early years, the content of this magazine depicted some degree of exposure to issues of oppression related to race, gender, and social class, but relatively rare engagement from the perspective of the marginalized, and minimal focus on taking social action to mitigate societal inequities.

Author Biographies

Sarah Lee Chase, Radford University

Sarah Chase is a graduate student in the School of Teacher Education and Leadership at Radford University.

Kristan Morrison, Radford University

Kristan Morrison is a Professor in the School of Teacher Education and Leadership at Radford University. 

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Published

2018-10-30

How to Cite

Chase, S. L., & Morrison, K. (2018). Implementation of Multicultural Education in Unschooling and its Potential. International Journal of Multicultural Education, 20(3), 39–58. https://doi.org/10.18251/ijme.v20i3.1632

Issue

Section

Articles (Peer-reviewed)