The right to be included: Homeschoolers combat the structural discrimination embodied in their lawful protection in the Czech Republic (original) (raw)
Related papers
Homeschooling: freedom and control in the Czech Republic; in Global Dialogue 5.3 (English version)
Article draws attention to various forms of restrictions that are connected to setting up home schooling for Czech children. While the law allows for this method of learning and teaching for primary school children (age 6 do 11), in praxis there are many obstacles erected in order to minimalize number of those, who opt for this mode of learning. The idea of inclusion and exclusion from the mainstream school system is explored and put into context with home education.
Teaching your own: alternative schooling in the Czech Republic (sociological perspective)
Paper presented at: Woman in the Cultural Mosaic: Dimensions of Live-space and Active Citizenship Cracow, 14 – 15th of November 2013 Paper introduces, upon the context of gender-role divisions, current parental ethnotheories applied to childhood learning in the Czech Republic. It illuminates work-or-care dilemma women are still facing and pinpoints different life strategies that Czech families conclude from it. It introduces a new term – cosmology of education, and relates to it theories of institution-centred learning and unschooling. Data used to support the theory come from longitudinal research on schooling in the Czech society, especially the analysis of four most frequented on-line discussion forums regarding parenthood and education in current Czech society. Young women on maternity leave constitute today far the most numerous and active group to be found on social networks, blogs and discussion forums. Its analysis thus provides a valid field of studying ethnotheories of current generations and as such gives away dominant trends in all sorts of social interaction, including up-bringing and childhood learning.
For several years, Czech mothers of young children have faced the same dilemma: their child, due to low capacity, was not accepted in a state Kindergarten and the family has to decide what to do next. Only few alternatives to a state-run pre-school day care exist in the Czech Republic, yet women are expected and willing to work. The conflict between paid work and family life is emphasized in academic as well as public debates and women are pressurized to choose either work or care/family. Alongside semi-permanent alternatives to Kindergarten child care, several families solve their situation on the permanent basis and opt for the life strategy of unschooling, rooted in the belief in symbiosis of family life, education of the children and paid work of the parents. Paper explores and for the first time ever describes unschooling as practiced in the conditions of the Czech Republic. It introduces the individual education right, under which the Czech parents can practice homeschooling. Key theoretical concepts applied are the habitus and cultural capital of P. Bourdieu, cultural theories of B. Pfau-Effinger and preference theories of C. Hakim.. It also lays out propositions for a primary research, as planned to take place in the following years.
2001
Parents' participation in their children's education is still a relatively new concept in the Czech Republic. Yet the parent-school relationship is considered essential for educational reform. This paper is the first report on research on the role of parents as educational and social partners of the schools. The research examines these relationships through the frameworks of national legislation and the media's view on education. The purpose of the research is to better understand the potentialities, duties, and rights of parents as essential participants in the education of their children. Data were gathered from analyses of national legislation, records of selected schools, two newspapers, two TV news programs, and one educational journal. An examination of legislation and school documents failed to clearly define a role for parents or to create models for partnerships. It seems that relationships between parents and the schools will develop only from the goodwill and sincere efforts of each. The media portray an unfavorable picture of educational institutions in general and teachers in particular. This creates an obstacle for partnerships. Overall, the existence of partnerships between parents and the schools is more theoretical than actual. (Contains 12 references.) (WFA) Reproductions supplied by EDRS are the best that can be made from the original document.
Homeschooling in Poland, the Czech Republic and Slovakia
ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY, 2019
This research reveals the issue of homeschooling. It deals with homeschooling in post-communist countries with a similar tradition of the education system – Poland, the Czech Republic, and Slovakia. It defined the basic concepts associated with homeschooling and, through both quantitative and qualitative research, a questionnaire with 78 parents of homeschooled children and a document review compared the homeschooling system in these countries. On the basis of the research findings, it could be stated similar homeschooling conditions provided in each country, differing mainly in the student´s age aimed to. Unschooling, one of homeschooling types, a curriculum-free philosophy, has not been applied and recognized as a legitimate form of education in any of these countries yet. Many parents have been experimenting with educating their children at home though and would welcome it to be legal. Keywords: homeschooling, individual education, qualitative research, unschooling.
Justifying homeschooling in Czech Republic: How " good parents " and their children use time
In our study of Czech homeschooling families, we discovered that the unifying theme of their justifying narratives was how the families rearranged the norm of " good parenting, " defined as the amount of time families spent together. The parents argued the importance of sacrificing their own time and educating their children themselves. They distinguished themselves from parents who are not willing to attend the children's needs as much. Finally, we show that homeschooled children also actively adopt the family time management.
REFLECTION OF PARADIGMS OF RELATIONSHIPS BETWEEN FAMILY AND SCHOOL IN THE CZECH REPUBLIC
The intent of this paper is to highlight the topical problems of relationship between families and schools within the Czech environment due to deliberate action on targeted socialization of young people. In accordance with the objectives of the grant project no. IGA_PdF_2015_007 called Puberty - part of the sex educational system in the Czech and Chinese education we introduce to input information about the problems of relationship between family and school. We see that as fundamental building part for making the partnership status of both the primary actors in the educational process (teacher and pupil) and intervene as obstacles to communication and specific issues such as sex education. Through the contribution we would like to introduce paradigms of relationship between families and schools, and their reflection in the context of the changes brought about by the contemporary curriculum reform in our country.
The Role of Parents in Relation to School: Case of the Czech Republic
This paper is a sequel to the paper titled "The Role of Parents as Educational and Social Partners of the School in the Czech Republic: Legislation and Media Analysis." This paper presents the results of the second stage of a 3-year study that sought to learn how the schools perceive parents. This segment of the study looked at four possible roles: (1) parents as a problem, the traditional view; (2) parents as clients or customers served by teacher-experts; (3) parents as partners who share a sense of purpose, mutual respect, and willingness to take action; and (4) parents as citizens who claim their rights and accept their responsibilities. The study was theoretically grounded in concrete patterns of relationships between the family and the school as described in relevant literature. Data were gathered from a survey of administrators, teachers, and parents at selected Czech schools. The question of what role is ascribed to Czech parents in relation to the schools is clear: the role of client or customer, particularly in secondary schools and more so in larger towns-where parents are free to choose a school-than in smaller villages. (Contains 6 tables and 11 references;) (WFA) Reproductions supplied by EDRS are the best that can be made from the original document.
HOW TO EDUCATE CZECH CHILDREN: SOCIAL NETWORK AS A SPACE OF PARENTAL ETHNOTHEORIES NEGOTIATION
SGEM 2014 Scientific SubConference on ANTHROPOLOGY, ARCHAEOLOGY, HISTORY AND PHILOSOPHY, 2014
Paper introduces, upon the context of gender-role divisions, current parental ethnotheories applied to childhood learning in the Czech Republic. It illuminates work-or-care dilemma women are still facing and pinpoints different life strategies that Czech families conclude from it. It introduces a new term cosmology of education, and relates to it theories of institution-centred learning and unschooling.
Knowledge and Space
Since the mid-twentieth century, economically developed countries have witnessed crucial changes in their elementary school systems. Some of these changes were transformed conceptions of educational politics and formulations of educational reforms (e.g., Dvořák, Starý, & Urbánek, 2015a; Tyack, & Cuban, 1995); others were altered school spatial patterns. After the nineteenth-century wave of school construction, the late twentieth century brought a reduction in the number of schools and the concentration of educational functions in larger centers further up the urban hierarchy (Ribchester & Edwards, 1999). Although this general concentration process was inevitable (Hampl, 2000), as it was rooted in organizational principles as well as demographic trends, it gave rise to a discussion of school's role in society and for local communities (Kvalsund, 2009). The school closures that followed were connected with overall development and quality of life in rural and remote areas (Dostál & Markusse, 1989). Critical voices first arose in the 1970s, when the largest transformation of the elementary school pattern began-especially in democratic European countries, but also other developed countries across the world-leading to emancipation of small rural schools (e.g.