Home Education Essay by Desiree O'Connor Introduction The phenomenon of home education is becoming more and more popular among families across all ethnic groups. When education in the context of the family structure reemerged at a rapid speed during the late twentieth century, many parents took the radical initiative to do this even if it was in opposition to the law. Why do parents choose to educate their children at home when there are plenty of school facilities in every province or state in North America? There are many reasons that would cause parents to choose home-based education for their children, reasons which essentially fall into two categories: ideological and/or pedagogical. Most family situations and circumstances are unique, therefore, their reasons to home educate vary, but one thing is for certain, the majority believe in it so wholeheartedly that they are willing to make the necessary sacrifices. Home education is described as a 'phenomenon because it is a deviation from the norm. A lot of research has been done mainly, I think, to find out why families choose this kind of education over conventional schooling. Home education should not be looked at as if it is some mysterious thing. Parents have been teaching children at home for centuries across all ethnicities and cultures. Some Research Nevertheless, a lot of research has been done to capture the essence of home education, and, not surprisingly, this research has shown that most families who choose this option are white or of Eurocentric ethnicity. Using statistical data of the USA general population as shown in the McDowell, Sanchez and Jones (2000) article, 72% are White, 11% Hispanic, 12% Black, 3.6% Asian/Pacific Islander and 0.7% American Indian. In terms of the estimated numbers of home educators there are huge disparities for some groups. It estimates that 96% of home educators are White, 1.5% Hispanic, 0.5% Black, 1.0% Asian/Pacific Islander, 0.5% American Indian. As the article points out, renowned researchers of home education agree that "no statistical data exists...that claims to be 100% accurate and/or representative of the entire home schooling population." (McDowell, et. al., 2000) As Mayberry, Knowles, Ray and Marlow (1995) point out, home education was "not common" in the visible ethnic minority groups. It can be assumed that this lack of representation of multicultural groups in home education research is probably attributed to the demographics of the area in which the research takes place, or maybe home education does not fall into their category of educational options. Also, because home education is so radical and at times there is opposition to it, some minority groups may believe that it would not be in their best interest, and that it is better that they not 'rock-the-boat' for fear of their children being further stigmatized in society. Another probable reason for the disparity in representation is that these families do not deliberately put themselves under the scrutiny of the public eye, and probably believe there is the need for them to keep a low profile. Whatever the reason, multicultural groups are home educating and it would be interesting to see what the motivati ng factors are for them. On the Home School Legal Defense Association (2001) website, there was an online cover story called "The New Pioneers: Black Homeschoolers." This article features several black Christian families in the United States who have had success with home-based education. Since finding information, research and stories on black home educators is 'few and far between', I was excited to come across these articles, although I was not too overly thrilled with the title. "New Pioneers" holds the connotation that home education is a new thing for black families and that the families featured in the articles are models for all who 'venture' into this phenomenon. Are these families representative of all black families who home educate? No, probably not, although there will be some similarities. The point of this essay is to understand and explore the motivations and experiences of black home educators. Why do black families choose to home educate? Are their reasons different from the majority of home educators? Are the reasons specifically and purely based on an ideological or a pedagogical premise? Are there addition issues to consider that are specific to the experiences in the black culture? From my perspective, I can unequivocally say that my experience of being educated and being an educator is totally different from that of a white individual. For example, racism, institutional or blatant, is something that I have to deal with on a regular basis, and it being a factor in my life will determine how I adjust to my situations. The question is, "Are the reasons to home educate different for black families as they are for white families?" The answer would be yes. To a certain degree the reasons will differ and racism holds a big chunk in the differences. As I've said before, finding information on black home educators is difficult and is especially so of research done on Black Canadian families. In search for answers for their study, the McDowell, Sanchez and Jones (2000) article takes a look at a dissertation research study by T. Romm and a compilation of essays by G. Llewellyn. In the Romm study the following quote is worth noting in reference to this essay: "...there appears to be a set of concerns which are held in common by African American home schoolers... which distinguish them from European American home schoolers...Despite their strong religious backgrounds these parents were more likely to describe their decision to home school as motivated by political beliefs than were European Americans. These beliefs have their root in parents' perceptions of the negative status of African Americans in the society and of the contribution of schools to perpetuating it. Thus their goals emphasize the necessity of developing a secure cultural identity, the skills of critical analysis and communication to counter stereotypes of African Americans and the ability to cope effectively with experiences of racial discrimination (pp. 359-360)." (McDowell et. al., 2000) Although this research is American based, I am positive that the 'political' issues are relevant for Canadian families as well. The Llewellyn source, as sited in the McDowell et al, 2000 article, also states several reasons why African Americans choose to home educate and how it differs from the European Americans. According to Llewellyn, African Americans believe that: Racial integration in schools has not always worked for their benefit Schools perpetuate institutionalized racism Curricula emphasize European perspectives excluding Africa Their children are overwhelmingly treated as problems and quickly labeled A.D.D. or L.D. They want to continue the Civil Rights struggle for equal educational rights and they feel that they can do so by reclaiming the right to help their own children develop fully -- rather than working to get them equal access to conventional schooling. A Little History Noting that these are some reasons why African Americans choose to home educate, how is it similar to Black Canadians? After studying the history of blacks in the Canadian society, it is evident that there is still some level of educational exclusion in the school system. As sited in the text The Colour of Democracy, this may come in the form of racially biased attitudes and practices of teachers and administrators; exclusion from curriculum and texts; racial harassment and racial incidents; streaming; assimilationist culture of the school, lack of representation and the devaluing of the role and participation of parents and community. (Henry, Tator, Mattis & Rees, 2000) Research has shown that generally home educators teach their children at home to improve family unity, to ensure that moral values are kept intact and/or to provide and idealistically "better" or safe learning and social environment. Black families, as the studies have shown, have valid and more 'culturally' relevant reasons to home educate. If black families are not home educating their children because of the basic ideological and pedagogical reasons then I will dare to say that racism is the primary factor determining their decision. Parents want their children to know and maintain their cultural identity and heritage and become self-empowered and these parents therefore feel that school is detrimental to this goal so the only conclusion is to home educate. Locating Black Canadian Home Educators My quest to locate a black family who is home educating was difficult to begin with. I had no idea where to start as I have no family of close friends living in Canada who could assist me, so the most obvious place to begin with was the Internet. Searching the website Ontario Federation of Teaching Parents, I came across a link to the Afrocentric Homeschoolers Association (AHA) web page. My first impression of the AHA site was that it most likely had to be new because there were only 43 members, and out of the names listed only one was a Canadian contact. One is better than none so I immediately made contact through an e-mail greeting. Discussing my intentions for this project, Cheryl, a home educator (who at the time I believed was living in Toronto) was willing to help me in any way. At first this project was a bit overwhelming, but after clarifying my ideas with our instructor Gary and the class, I felt more confident with the suggestions made and simplified the project to an essay. Basically I wanted to get a sense of what the motivations, experiences, problems and concerns that black home educators faced in Canada. Due to the limited amount of information on African Canadian home educators it was interesting to find out the central issues of concern. How does the community, family and friends view their decision? What curriculum is used? Do these families have a deschooling philosophy of do they follow the school structures? What role does networking play in the life of black home educators and what are the concerns relating to this? A Chat With Cheryl My first contact with Cheryl (who doesn't mind me using her name for the purposes of this essay) was through the e-mail system. From the out set she was willing to talk to me. Through e-mail and finally through conversation over the telephone, I found her passion for home schooling like a breath of fresh air. This remarkable and intelligent woman is a single parent raising two sons, one 6 years old and the other 12. One might ask, as a single parent, how does she survive financially if she is at home educating her children with no second income? I asked this question and like other home educating families Cheryl runs a business out of her home. She would tell you that it certainly is not easy and that money is one of the biggest obstacles she has had to cope with since becoming a home educator. Motivation However, what motivates her to home educate is so morally valuable to her that she is justified in the decision. As Cheryl succinctly puts, "My motivations have changed over the years, but when we started, I mainly wanted to raise my children in a racism-less environment to ensure that their self-esteem would be intact." In addition to this point that Cheryl made, I conversed with Marion, an African American who is home educating her 13 children. She says that, "...nationally public schools are failing children, especially children of color. In the states the bow to cultural relevance is to throw in some pap about life as a slave...I want them [my children] to have the whole picture..." This one motivating factor -- the issue of racism -- can be determined to have significant importance or clout in the black parents decision to home educate. If race, heritage and cultural preservation are the only underlying themes that drive black families to home educate, can this potentially cause problems? Marion tells me that once her oldest son asked, "Mom, can we do just one thing that isn't Black?" She believes that if she does not focus on the Black culture and heritage with her children they will not get it from any where else and she "knows what they are heading into." Other reasons that Cheryl points out as a motivating factor to home educate her sons is to "strengthen family cohesion and try to raise them to be better men than the [stereo]typical [black]man in North American society." Marion added that other motivating factors for her is that she has a "profoundly handicapped little girl." She also says that she "loathes the sexualized atmosphere in the public schools, the nasty vulgarity and absences of manners." So, again it is easy to see that the break down of some social issues in the school have an affect on the choice to home educate. Money and Law As already mentioned one of Cheryl's biggest problems is having the money to support her family. At one point she went back to work and readmitted her sons into the school system. Since her business at home is picking up, Cheryl has her sons home again. As a single parent, home education cannot be an easy job especially when people in the community are not supportive. When she was living in Thornhill, people had major issues with her home educating her sons. Some even threatened to charge her and send her to jail. Charge her with what? The legal issues that she had to deal with were so intense that she figured she would have to move. Now she lives in Peterborough, and is much more relaxed. I asked her about the reception of this community. She said that people don't really care one way or the other and normally mind their own business. In reference to the laws in Canada pertaining to home education, policies change from municipality to municipality. Cheryl found that Toronto is much better -- that Ontario has the most relaxed policy. Family and Support As many problems as she had within her community I am sure that Cheryl was most hurt by the dejection and nonsupport she received from her family. She said that her parents were so against it that they tried to "indoctrinate negative ideas in her older son's mind." She said they influenced him so much that it "made him rebellious and anti-me for a while." When asked about where her sons' father was in all of this she said that sadly her older son's father has passed away. The younger son's father "is not resistant to her home schooling." Now in the area of support, things are getting better and her parents are becoming more understanding of her approach to wanting to take more control over her children's education. For the past couple of years since she's been home educating she is seeing results and "both boys are thriving!" She says that her sons, especially the older one "is becoming more disciplined and independent." Curriculum Vs Deschooling On the subject of curriculum, Cheryl says that most of her educational materials are ordered through educator publishing companies from which she purchases texts workbooks, and kits. Her home schooling is not quite structured like the regular school day in conventional schools, nor is it exactly deschooling, it falls somewhere in between. In actual fact she says that it is fairly relaxed. Her sons get up in the morning and for the most part do "task work." From what I was hearing it sounds like Cheryl's sons, especially the older one, are becoming self directed learners as they mature. Through an e-mail dialogue that Cheryl had on the list serve, she talked about some of the impressions people who do not home school tend to think about home schooling: "I've found that people who aren't home schoolers but support home schooling tend to think of home schooling as a constant fun, magical adventure. They seem to presume that all home schooling parents have an inexhaustible energy and tons of money...or are not as tired as parents who don't home school. I've heard people say you can take your children to see how things really work! You can make a field trip out of so many places and turn you environment into a big classroom!...what I think the public fails to realize is that home schooling is all about choice and adaptability. Each family differs and does what's best and feasible for itself." Cheryl has been on the two extremes of home education. One where in the city her children were involved in every thing from Karate, soccer, gymnastics, and swimming, to attending community events or the library. Now she is in a place where the community center is not as full of civic life and the library is not as accessible, but she has noticed that her "children's academics have improved tremendously." Unlike being in an apartment in the city, her house now has more space and she has been able to make it child-centered. She says that "home schooling is different now, but it's not worse." The main idea that Cheryl portrays is summed up in her statement: "One thing I love about home schooling is that a family can be flexible without undermining the children's education." Networking Networking is a very important aspect of home education. Because it deviates from conventional school networking, parents who home educate their children have to look elsewhere for support. As we know the majority of home educators are white and the support groups tend to be that way as well. In situations like this the comfort level for black home educators attending these meetings is low because they believe that many issues, resources, problems and concerns have little or no relevance to them. Cheryl agrees with this and says that the "values do not coincide." This is not to say that you cannot get valuable information from these groups but again people have to feel valued and feel a part of the group. While seeking out black home educators in Canada, Cheryl says that they are few and far between, but networking online through the Afrocentric Homeschoolers Association is very helpful in meeting other families. The AHA website is also a great place for sharing information and resources. The Ontario Federation of Teaching Parents website is also quite helpful. Conclusion I will conclude this essay by saying that I truly enjoyed talking to Cheryl and I thank her for being so open and honest. I was enlightened by her strength, wisdom and determination. Her choice to home educate is commendable and I wish her and her sons many successes in all of their home school endeavours. I would also like to thank Marion who shared some valuable information with me through e-mail. Home education is the practice of teaching your children at home. It is a huge obligation but it escalates in the amount of possibilities. It takes courageous parents to choose this option and even more courageous children to become self-directed and enhanced learners in this type of educational environment. This essay, as brief as it is, discusses the reasons and motivations of Black home educators. I believe that the study of Black Canadian home educators warrants further investigation because information on this topic is scarce. Not only will it be interesting but it would probably create a more fundamental networking scheme for the families. It will also probably show that many of these families find conventional schooling inadequate because of political reasons. But, whatever the reasons, it ought to cause those powers that be to examine the problems in the public school system. References Article McDowell,S., Sanchez, A.R. & Jones, S. S. 2000. Participation and Perception: Looking at Home Schooling Through a Multicultural Lens. Peabody Journal of Education. Vol. 75, No.s 1 & 2, pp.124-146. Books Henry, Frances, C. Tator, W. Mattis & T. Rees. 2000. The Colour of Democracy: Racism in Canadian Society. (2nd. Ed.). Harcourt Brace Canada: Toronto. Mayberry, Maralee, J.G. Knowles, B. Ray, and S. Marlow. 1995. Home Schooling: Parents as Educators. Corwin Press: California. Websites Afrocentric Homeschoolers Association Http://groups.yahoo.com/group/aha Home School Legal Defense Association. July/August 2001. The Home School Court Report, Vol XVII, No.4. "The New Pioneers: Black Home Schoolers." http://www.hslda.org/courtreport/V17N4/V17N401.asp People Cheryl Edwards. Home Educating Parent in Canada. Interview Nov./Dec. 2001. Marion Ferguson. Home Educating Parent in U.S.A.