Final published version, 1.9 MB, PDF document
Research output: Thesis › Doctoral Thesis
Research output: Thesis › Doctoral Thesis
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TY - BOOK
T1 - "I Need to Teach My Own Children"
T2 - A Constructivist Grounded Theory Study of Home-schooling in Trinidad and Tobago
AU - St Rose, Nneka
PY - 2022/10
Y1 - 2022/10
N2 - Home-schooling as an alternative form of education has grown exponentially globally. Its growth in developed countries has seen the educational practice carve out a distinct space in political, educational, and academic discourse. In Trinidad and Tobago (T&T), educational discourse does not integrate the home-school rhetoric despite the noted growth and its increasing popularity in the educational landscape. Families are home-schooling with limited interference within a relatively untainted framework. This study utilized a Constructivist Grounded Theory (CGT) method to better understand this practice in such a small society. It recognized the growth of home-schooling in T&T as an educational experiment, with possibilities to explore education done differently in its current incubator status. The 11 home-schooling parents of this study who were interviewed unveiled a manner of conceptualizing and enacting education that aligned closely with the writings of critical pedagogy: revealing a liberating, transformative education. Their home-school journey demonstrated a cognitive shift from many of the elements of the formal system that critical pedagogical theorists have heavily analyzed, capturing four emergent questions from the data: (a) who is my child? (b) what does he/she need? (c) how can I fulfil that need? (d) what kind of person am I educating? Keywords: Home-school, pedagogy, education, Constructivist Grounded Theory.
AB - Home-schooling as an alternative form of education has grown exponentially globally. Its growth in developed countries has seen the educational practice carve out a distinct space in political, educational, and academic discourse. In Trinidad and Tobago (T&T), educational discourse does not integrate the home-school rhetoric despite the noted growth and its increasing popularity in the educational landscape. Families are home-schooling with limited interference within a relatively untainted framework. This study utilized a Constructivist Grounded Theory (CGT) method to better understand this practice in such a small society. It recognized the growth of home-schooling in T&T as an educational experiment, with possibilities to explore education done differently in its current incubator status. The 11 home-schooling parents of this study who were interviewed unveiled a manner of conceptualizing and enacting education that aligned closely with the writings of critical pedagogy: revealing a liberating, transformative education. Their home-school journey demonstrated a cognitive shift from many of the elements of the formal system that critical pedagogical theorists have heavily analyzed, capturing four emergent questions from the data: (a) who is my child? (b) what does he/she need? (c) how can I fulfil that need? (d) what kind of person am I educating? Keywords: Home-school, pedagogy, education, Constructivist Grounded Theory.
U2 - 10.17635/lancaster/thesis/1904
DO - 10.17635/lancaster/thesis/1904
M3 - Doctoral Thesis
PB - Lancaster University
ER -