Year 2015 — Volume 9 — Issue 17

Use Your Freedom Of Choice: Reasons For Choosing Homeschool In Australia
Pages: 1-18

In Australia, the decision to home educate is becoming increasingly popular (cf. Harding & Farrell, 2003; Townsend, 2012). In spite of its increasing popularity, the reasons home education is chosen by Australian families is under-researched (cf. Jackson & Allan, 2010). This paper reports on a case study that set out to explore the links between families that unschool and the parenting philosophies they follow. In- depth, qualitative interviews were conducted with a group of home education families in one of Australia’s most populated cities. Data were analysed using Critical Discourse Analysis. The analysis revealed that there were links between the parents’ beliefs about home education and their adherence to Attachment Parenting.


Considering The Community Classroom
Pages: 19-30

This is a discussion article that focuses on the limitations of the single-grade classroom in the traditional public school system. It reviews the benefits of the mixed age classroom that can be seen in alternative education settings. These benefits are both academic and social, as mixed-age classrooms allow for role-modeling in both of these arenas. It explores the various international examples of school systems that use mixed-age classrooms with high levels of academic success, as well as discussing the development of the current school system and how it fails to serve the needs of modern students.


Motivation: Kept Alive Through Unschooling
Pages: 31-41

Motivation is a process, which can be fostered or killed in the name of education. In this paper, the author explores two theories of motivation-Expectancy-Value and Three Elements of Intrinsic Motivation-within the context of unschooling and within a school system. Based on the concepts presented through these theories, the author concludes that unschoolers hold on to their intrinsic motivation while schooled children’s motivation may be killed by attending school.


A Self-Study Of My Life With A Chronic Illness
Pages: 42-58

The following paper is a self-study identifying and examining obstacles I have encountered from living with a chronic illness (CI). In particular, I intend to connect my life experiences as both an individual and educator in academia. The focus of this paper is to reveal my life experiences with a CI, the challenges I encounter, and how I learn I can foster change in the community. A serious failure in my health from the rare chronic gastrointestinal illness I have been diagnosed with initiated a journey of questioning both my knowledge and understandings regarding my life. I was forced to reconnect with my body and yet again, accept the illness inside me. The findings from my recovery included four main themes that illuminate transformative learning with a chronic illness. The themes are betrayed by my body, trying to live, societal differences, and seeking wellness.