Tag Archives: redaq

socialfr

La socialisation et les centres d’apprentissage

English Version

Nous avons inclus des liens vers des informations de qualité a travers ce texte afin de permettre une lecture plus large, pour ceux ou celles qui le souhaites. Merci de votre intérêt.


La question la plus posée en éducation autrement est celle de la socialisation. C’est une bonne question et elle vient souvent de quelqu’un qui songe avec amour au futur de nos petits ainsi que de notre société.

Nous vous offrons ici une douce réponse ainsi qu’un tour de la situation actuelle au Québec.

Les écoles publiques bien organisées présentent un grand bénéfice pour notre société :

  • Les jeunes apprennent à vivre avec les autres.
  • Les professeurs inspirent et instruisent.
  • Les jeunes vivent une variété d’expériences et de situations sociales.
  • Les finissants ont un gabarit en commun de connaissances générales et pertinentes.
  • Le contrôle de la santé et de la sécurité publique et la collection de statistiques sociales sont simplifiés.
  • La mesure de connaissances théoriques entre individus est simplifiée.
  • Ce sont des centres communautaires d’explorations et de développements culturels.

L’instruction en famille bien organisée présente un grand bénéfice pour un enfant:

  • Il est motivé par ses intérêts et il apprend ainsi plus rapidement, les notions lui apparaissent plus clairement et on note une plus grande rétention de ses apprentissages. Il développe des méthodes d’études plus efficaces à ses façons d’apprendre. (Perspectives on Psychological Science)
  • Au Québec, ses parents sont laïques et leurs raisons sont pédagogiques: “..aucune voix religieuse, anti-étatique ou philosophique ne semble dominer le discours des parents-éducateurs québécois…les principaux facteurs à la base de ce choix sont un désir de poursuivre un projet éducatif familial, une objection aux modes d’organisation du système scolaire, une volonté d’offrir de l’enrichissement et un souci du développement socioaffectif des enfants. (Université de Sherbrooke. C. Brabant)
  • Il sera bien capable de réintégrer le système scolaire s’il le désire. Selon le Protecteur du citoyen: “Plusieurs études consultées observent que les enfants scolarisés à la maison, au primaire et au secondaire, ont un rythme d’apprentissage et un taux de réussite scolaire équivalents ou supérieurs à ceux des enfants qui fréquentent l’école régulière.”

Plusieurs études spécifiques au Québec sont citées dans ce rapport du Protecteur du Citoyen:  La scolarisation à la maison : pour le respect du droit à l’éducation des enfants)

  • Il est plus engagé dans la société, plus satisfait de ses choix pendant sa vie d’adulte, et « life-long learner », Psychology Today, After Summerhill, H. Lucas amazon,ca 

La socialisation sous plusieurs angles

La socialisation est le fait d’apprendre à adopter certains comportements et attitudes. D’un point de vue sociologique, l’idée de confier une mission de socialisation à l’école vient du besoin d’assurer une culture commune aux diverses cohortes de jeunes intégrants la vie adulte. D’un point de vue psychologique, le concept de socialisation réfère davantage à la question du développement du savoir-faire chez l’individu afin de se comporter de façon respectueuse et efficace en groupes.

L’école est un milieu permettant de socialiser l’enfant. Cependant, le fait de faire l’école à la maison n’empêche en rien les apprentissages sociaux nécessaires à l’enfant pour bien s’intégrer à la société, ni dans sa culture ou par son comportement. En pratique, c’est plutôt l’inverse.

Une majorité de familles faisant l’école à la maison sont constituées d’au moins un parent avec un niveau d’éducation supérieur, et les jeunes vont à l’école postsecondaire dans plus de 74% des familles. De plus, ces familles font appel aux centres d’exploration scientifique, musées et centres culturels, en grande proportion. (Université de Sherbrooke. C. Brabant, HSLDA (1) Fraser Institute)

Pour le point de vue psychologique de la socialisation, apprendre à parler avec gentillesse, à attendre son tour, à exprimer ses émotions avec respect se fait dans de nombrables sphères informelles de la vie: activités culturelles, équipe sportive, parc, famille élargie, ainsi que dans des centres d’apprentissage communautaires. (Protecteur du Citoyen)

Il existe un souci que les enfants scolarisés à la maison ne deviennent pas trop isolés, trop endoctrinés aux croyances de leurs parents, et que leurs talents soient reconnus et soutenues.  Ce concepte que ca prends un village pour faire croître un enfant est souvent au coeur des décisions en famille. Par contre, quand les choses ne vont pas bien, cela peut s’agir d’un problème social, la “négligence éducative”, sous la veillance des professionnels de la dpj, de nos lois de protection de la jeunesse, et d’orthopédagogues d’expérience. En dehors de ces circonstances rares et complexes, les études concordent depuis plusieurs décennies: les enfants scolarisés à la maison ont d’excellents résultats sociaux. Ils restent confiants, peuvent exprimer leurs besoins et sons citoyens engagés jusqu’à l’âge adulte. (Université de Sherbrooke. C. Brabant, HSLDA (2))

Les centres d’apprentissage, une option parmi d’autres

Parmi d’autres solutions permises par la loi, les centres d’apprentissage représentent une synthèse des bénéfices de la scolarisation à la maison et des bienfaits de l’école publique. Ces centres sont riches de spécialistes passionné.e.s et d’une variété d’expériences et de ressources. Leurs administrateurs répondent promptement aux besoins spécifiques des familles participantes via des processus flexibles et démocratiques, sur lesquels dépend leur capacité de livrer les avantages des deux fonctionnements, ainsi que des services adaptés.

Bien que la nature unique d’une telle organisation doit être préservée pour maintenir son efficacité, il existe plusieurs structures possibles pour l’organisation d’un centre d’apprentissage, presque toutes actives de nos jours au Québec :

  • Écoles alternatives publiques (RÉPAQ)
  • Écoles alternatives privées, telles que Agile, Montessori, Vertes et Waldorf
  • Écoles démocratiques / Écoles libres
  • Centres éducatifs des Premières Nations
  • Centres d’apprentissage communautaires
  • École religieuse jour / en scolarisation à la maison de soir
  • Groupes d’entraide
  • Dans les centres de sciences/musées/musique/sports, etc.
  • À même les écoles locales
  • Services adaptés, publics et privés

Grâce aux éducateurs et aux familles qui animent ces centres, nos jeunes ont accès à la panoplie d’options que nos bonnes universités et quelques 200 ans d’écoles alternatives leur proposent. Ceux qui ont la chance d’habiter près d’un centre d’apprentissage peuvent ainsi vivre une éducation et une socialisation de la plus haute qualité.

La situation au Québec : Des zones grises et le Protecteur du citoyen

Au Québec, il est plus difficile qu’ailleurs au Canada, aux États-Unis, ou en Europe de s’assurer d’une vie sociale riche pour nos enfants en scolarisation à domicile. Toujours conscientes du besoin, nos familles forment des groupes d’entraide, avec peu de ressources et peu de certitudes vis-à-vis le respect de leurs droits d’une décision à une autre. Le Protecteur du citoyen a demandé aux membres de notre Assemblée nationale de répondre à ces manques.

La situation un peu bizarre des écoles démocratiques, aussi dites écoles libres, est un exemple d’une situation que la réforme pourra régler. Étant laïcs et souvent conçus par des gens urbains, engagés et éduqués, ces centres répondent particulièrement aux familles qui souhaitent promouvoir la pensée critique, la créativité et l’implication civique d’un jeune.  Il y a plus de 300 écoles démocratiques publiques au monde, dont 20 en France, 7 au Canada et plus de 30 en Israël. (IDEA, EUDEC)  Les finissants ont des bons résultats (After Summerhill, H Lucas, amazon.ca).  Par contre, bien que tous les autres types de centres sur la liste offerte ci-haut existent au Québec, le statut des écoles démocratiques demeure en zone grise. Il n’y a pas d’écoles démocratiques au Québec. Pour être en opération, un centre d’apprentissage doit pouvoir engager des professionnels pour enseigner des ateliers ou des séries de cours, le faire en tenant compte d’une pédagogie bienveillante, et offrir ses services aux familles de toutes situations socio-économiques. De plus, il y a la question de la supervision parentale pour les jeunes enfants (requise, pour l’instant, que pendant les horaires scolaires). Pour illustrer: ces jeunes ne peuvent prendre un cours de mathématiques en groupe seulement qu’en soirées ou pendant les week-ends. Ce sont des complications coûteuses et pas très utiles. (REDAQ Blog: Les écoles démocratiques au Québec)

Heureusement, nous avons cette opportunité de discuter ensemble de ce qu’on veut offrir à nos enfants et à notre futur québécois, ainsi qu’aux gens des Premières Nations qui partagent notre système scolaire. Notre réforme historique se fait dans ces brèves semaines et mois, et de ce fait votre voix sur ces questions est bien importante. En conseils d’administration de parents et d’enseignants, chez nos représentants et intervenants aux commissions scolaires, et parmi nos élites et élus qui se dédient à la question d’éducation à domicile depuis ces derniers mois- plusieurs actions sont possibles et entamées et il y a beaucoup de bonne volonté.

Conclusion

Nous vivons de nos jours une belle chance d’impliquer les gens qui s’intéressent aux expériences éducatives de nos jeunes. La famille, les amis, les voisins et toutes ces ressources de nos communautés, de nos centres d’apprentissage et de nos écoles peuvent ainsi participer à la croissance de tous nos enfants et, par ceux-ci, à la croissance de notre société.

Merci profondément de votre intérêt et pour vos commentaires.

Tammy Mackenzie, tammy@redaq.caChristine Perry christine@redaq.caAnnie Duplessis, annieduplessis@gmail.com

 

LA RÉFORME : parlons-en!

Voici quelques chemins vers des actions, des discours de la collectivité québécoise en éducation autrement et sur la réforme. (Ainsi vit la démocratie 🙂 )

Actions politiques :

Actions solidaires :

  • Préparer un témoignage vidéo ou écrit pour la période de consultation qui s’approche
  • Participer au Symposium de l’AQED les 20 et 21 mai 2017 http://www.congresaqed.org/
  • Suivre les actualités et participer aux conversations sur les pages Facebook du RÉDAQ  , de l’AQED
  • Nous contacter à info@redaq.ca pour trouver un groupe d’entraide local.
  • Participer à l’organisation des actions du Rédaq sur le Facebook du RÉDAQ et ses Ami.e.s
  • Nous faire part d’autres actions
  • Nous faire part de vos commentaires

MERCI

socialen

Socialization and Learning Centers

Version originale, française

We’ve included links to quality information for deeper readings for those so inclined. Thank you for your interest.


Questions about socialization are familiar to people practicing alternatives to state-led education. It’s an important issue, and is usually raised by someone who cares for our kids and for our society.

Here is gentle response to some of those questions as well as a look at the current situation in Quebec.  

Well organized public schools are a great benefit to our society:

  • Young people learn to live with others.
  • Teachers inspire and instruct.
  • Young people experience a variety of activities and social situations.
  • Graduates have a common template of society’s general and relevant knowledge.
  • Control of health and public safety and social statistics collection is simplified.
  • The measuring of theoretical knowledge between individuals is simplified.
  • They are centers of exploration and cultural developments.

Well-organized family education is of great benefit for children:

  • They are motivated by interest and learn quickly, concepts are clearer, and retention more successful. They develop more effective and personalized learning methods. (Perspectives on Psychological Science)
  • In Quebec, their parents are secular and their reasons “are neither religious, anti-state, nor ideological. The main factors underlying this choice are a desire to pursue a family educational project, an objection to the current school system, a desire to offer an enriched experience and and the social and emotional development of their children.” Translated from the original version, this study: Université de Sherbrooke. C. Brabant .
  • These children are able to enter or reenter school if they choose to do so. According to the Quebec Ombudsmen: “Several studies consulted observe that children who are homeschooled, at the elementary and secondary levels, have a learning pace and academic achievement equivalent to or better than those attending school.” Several other studies specific to homeschooling in Quebec are cited in this report of the Protecteur du Citoyen: Schooling at Home: For the Respect of the Right to Children’s Education:  La scolarisation à la maison : pour le respect du droit à l’éducation des enfants.
  • As adults, homeschooled kids are generally more engaged in society, more satisfied with their long term choices, and life-long learners. Psychology Today, After Summerhill, H. Lucas amazon,ca 

Perspectives on Socialization

Socialization is about learning to adopt certain behaviors and attitudes. From a sociological view, the idea of entrusting a mission of socialization to school comes from the need to ensure a common culture among the various cohorts of young people integrating into adult life. From a psychological point of view, the concept of socialization refers more to the question of the development of the know-how in the individual for behaving in a respectful and effective way among different groups of people.

School is an environment that fosters socialization. However, homeschooling does not preclude the social learning necessary for the child to integrate into society and into their culture. In practice, it is rather the reverse. A majority of these families are made up of at least one parent with a level of higher education, and their kids go to post-secondary education 74% of the time. (Most of the others are entrepreneurs.) They make judicious use of scientific exploration centers, museums and cultural centers. (Université de Sherbrooke. C. Brabant, HSLDA (1) Fraser Institute)

From the psychological point of view of socialization, learning to speak with kindness, to wait our turn, to express emotions with respect is done in countless spheres of life: cultural activities, sports teams, parks, extended family, as well as in community learning centers. (Protecteur du Citoyen)

There is a concern that children in school not become too isolated, too much indoctrinated to the beliefs of their parents, and that their talents be recognized and supported. This concept that it takes a village to grow a child is often at the heart of family decisions. In some cases, when things are not going well, there may be a social problem, “educational neglect”. This is addressed by the professionals of the DPJ and our youth protection laws as well as by experienced orthopedagogues. Apart from those rare and complex circumstances, studies have been consistent for several decades: homeschooled children have excellent social outcomes. They remain confident, can express their needs and are committed citizens into adulthood. (Université de Sherbrooke. C. Brabant, HSLDA (2))

The Role of Learning Centers

Among other solutions permitted by law, learning centers provide a synthesis of the benefits of homeschooling and the benefits of public schooling. These centers work with passionate specialists with a variety of experiences, focuses, and resources. Their directors respond promptly to the specific needs of families through flexible and democratic processes on which depends their capacity to deliver the benefits of both operations, as well as appropriate services.

Although the unique nature of such an organization must be preserved in order to maintain its effectiveness, there are several possible structures for the organization of a learning center, almost all active today in Quebec:

  • Public alternative schools (RÉPAQ)
  • Private alternative schools, such as Agile, Montessori, Green and Waldorf
  • Democratic Schools / Free Schools
  • First Nations Education Centers
  • Community Learning Centers
  • Religious school day / homeschooling evening
  • Resource-Sharing Groups
  • In science / museum / music / sports centers, etc.
  • In local schools
  • Adapted services, public and private

Thanks to the educators and the families who run these centers, our young people have access to options that our good universities and some 200 years of the practice of educational alternatives offer. Those who are lucky enough to live near a learning center can benefit from an education and socialization of the highest quality.

The Situation in Quebec: Gray Areas and the Protecteur du Citoyen

In Quebec, it is more difficult than elsewhere in Canada, the United States, or Europe to provide a rich social life for our children in homeschooling. Always aware of the need, our families form self-help groups, with few resources and little certainty of respect for their rights from one decision to another. The Protecteur du Citoyen (Ombudsman’s Office) asked the members of our National Assembly to respond to these shortcomings.

The somewhat bizarre situation of democratic schools, also called free schools, is an example of a situation that the reform can resolve. Being secular and urban, and often established by engaged and educated parents and teachers, these centers respond particularly to families who wish to promote critical thinking, creativity and civic involvement in young persons. There are more than 300 public democratic schools in the world, including 20 in France, 7 in Canada and more than 30 in Israel. (IDEA, EUDEC) Graduates have good results (After Summerhill, H Lucas, amazon.ca). However, although all other centers on the list above exist in Quebec, the status of democratic schools remains unclear. There are no such schools in Quebec. To be in operation, such a learning center must be able to hire professionals to teach workshops or series of courses, to do so in line with rights-based pedagogy, and offer its services to families in all socio-economic situations. There is the issue of parental supervision for young children to consider, as well. For the time being, that’s required only during school hours. To illustrate: these young people can take a group math or geography course only on evenings or weekends. These are costly and not very useful complications. (REDAQ Blog: Les écoles démocratiques au Québec)

Fortunately, we have occaision to discuss together what we want to offer our children and our future in Quebec, as well as with First Nations people who share some of our school system. Our historical reform is taking place in these short weeks and months, and your voice on these issues is very important. In parent groups, among experts and school boards, and among our elites and elected officials who dedicated themselves to the issue of home education in recent months – several actions are possible and started, and there is a lot of good will.

Conclusion

Today we have a great opportunity to involve people who are interested in the educational experiences of our young people. Family, friends, neighbors and all the resources of our communities, learning centers and schools can participate in the progress of all children and, through them, in the progress of our society.

Thank you very much for your interest and for your comments.

Tammy Mackenzie, tammy@redaq.caChristine Perry christine@redaq.caAnnie Duplessis, annieduplessis@gmail.com

 

EDUCATIONAL REFORM ACTIONS: Let’s Talk!

Here are some paths to actions and discussions of the Quebec community in

Education, home education, and reform. (Herein lives democracy 🙂 )

Political actions:

  • Email your MNA, and let them know what’s important to you
  • Make an appointment with your homeschooling school board representative 
  • Follow the path of the law and Calls for Comments from the Assemblée nationale 
  • Discuss these ideas with your entourage

Social Actions:

THANK YOU

MERCI

redaq.ca

Addressing Some Common Unschooling Concerns

This article is a response to the National Post’s article by Sarah BoesveldUnschooling: Raising Independent Trailblazers or Lazy Free Floaters?

Thank you, Ms Boesveld, for your excellent article. In it you raise many of the concerns of unschooling families, extended family, and policy makers with regards to this pedagogical choice.

I am an unschooling mom, an entrepreneur, and an educational reformer in Quebec. I’d like to offer you some links and resources for good information on modern unschooling.

Some demographics: In Canada, the majority of unschooling families are secular, urban, educated, and middle or upper middle economic class – enough for one parent to stay home and to cover the costs of all the materials and outings. They feel they are capable of doing excellent work with their child, and they’re surrounded by sufficient activities and shared interest groups to make sure that their kid is appropriately socialized.

Concern: Complex Subjects – “offers no curriculum to conquer”.

In your article you write that “curricula is tossed by the wayside” in unschooling. That is not accurate. Unschoolers don’t throw out curricula, they just aren’t compulsory.

In some cases, curriculums make the difference between unschooled people who do well, and those who struggle, because plans are pretty useful (though not required) for a person to be well adapted to their society. Sometimes that society is a tiny community in the Kootenays. But as you mentioned, civic engagement is high among the measured results for unschooled kids. They generally aren’t being raised in isolation. Many unschoolers use curricula from around the world on a wide variety of subjects, and I’ve provided some links below to a few popular choices.

Many people have similar concerns to those of Prof. Ungerleider, whom I quote hereon from the NP article:

Concern: Social Versatility – Children must learn “under the guidance of someone who is well prepared to manage [-] diversity and allow differences of viewpoints to prevail.”

As educated, secular/humanist families, many unschoolers agree, and 80% of unschooled kids go on to post-secondary schools in order to continue to promote a life-long love of learning (1: Psychology Today). The families who choose to live in a different society, such as world-schoolers for example, elite athletes and musicians, or off-gridders, retain their rights under the Canadian charter, the UN Charters of Human Rights and on the Rights of Children, and many provincial charters to a culturally appropriate education, and to make socialization choices appropriate to those cultural ones within the confines of child protection laws, thus allowing for a diversity of childrearing practices.

Concern: Independence – “When does the youngster begin to establish independence from the parent?’

Like in any family, the parenting philosophies of unschoolers run the gamut from helicopter to hands-off. In helicopter-leaning families, independence can develop as a rebellion in teen years, later, or never at all.  In hands-off families, independence is earlier and wider (2: Psychology Today). Most families sit somewhere in the middle, depending on the topic. For example, some families set strict screen time limits, some set none. These are questions in all families, of course, not just for unschoolers. But it’s a concern. For example, in Quebec, it is challenging to arrange opportunities for the kids to learn something without parental supervision during school hours. So, for a family that wants to broaden their child’s ability to navigate the world – a very common motivation for unschoolers who see traditional school as intellectually restrictive (3: Parenting Report) – they have to get pretty creative to meet that goal: form groups, sign up for classes, make deals with the local school to join the orchestra, start a club at the science center etc. Setting those things up incidentally increases their independence, which is useful but often needlessly complicated.

Concern: Grades and Progress –  “Children should be able to reference their prior knowledge and experience and chart progress —how does one do that without grades?”

Unschoolers are encouraged to take on projects or themes to answer the questions they have about the world, as are kids in schools. Many of the same resources are used – books, curricula, clubs, web resources, experts, field trips. Measures of success are linked to the original question. If it is a simple one: why is the sky blue? Then the child has succeeded when they get the answer. If it is a complex one: how do I launch a rocket? Then the child will work on the question until it is answered to their satisfaction and, like in good schools but with a very much more focused mentorship, will be given the resources to succeed (algebra, space camp, rocket-building club). Success is measured by results. As for charting over time and keeping records, some do it with portfolios, others with journals or blogs or vlogs, or photo essays. A great many find various artistic pursuits. This will often comprise a significantly more complete personal record and progression of learning than might school grades, Some unschooling families would very much appreciate classes on various pedagogical skills, including year-to-year tracking.

Concern: Public Schools – “Unschoolers may not be giving today’s school system enough credit”

True. There is a definite push against traditional schools, particularly in areas of the country that have had to deal with child protective services instead of teachers to get educational support. As reformers, we’re working to protect these families so that they can exercise their rights without prejudice, and have access to appropriate expert advice. This is often offered through schools, but too often not to homeschoolers. In Quebec, the Protecteur du citoyen (Ombudsmen’s office) has asked the government to correct this situation. (4: Protecteur du citoyen). As for the school system, the teacher drop-out rate in Canada is as high as 25%. (5: UBC). Among students, our literacy rates are great, but our STEM rates are dismal. The system works to prepare the majority to work in current industries, but leaves behind some 30% of people before grade 11, mostly boys, and is institutionally unresponsive to technological, economic, or social changes. We can in public and in private do better for the ones we’re leaving behind. We should. Among other things, we can integrate child-led learning into public systems, which remain key to creating democratic and technologically sound cultures.

Fun fact: Some notable unschoolers include Elon Musk, Thomas Edison, many elite athletes and musicians, and most famous persons from before the advent of Universities in the middle-ages.

Concern: Reintegration and Higher Education – “Aren’t you just making it harder for your son or daughter to catch up in the future?”

According to this study, (6: Psychology Today), unschoolers tend to do well academically in tertiary education, be intrinsically motivated, and be more satisfied with their careers later on. Like other people, they tend to espouse their parent’s values. As in democratic schools – something like unschooling in groups – there is almost no incidence of “mathophobia”, dyslexia, adhd or, for that matter, bullying or age-discrimination (7: Summerhill School). When they do have trouble, they tend to be more adept at managing. As mentioned in your article, these young people are used to speaking up for their needs and getting the resources they need, as compared to their age peers.

Concern: Socialization – “I would be worried about the diversity of experience provided to the youngster”

We are, too. That’s why in the stricter provinces we need support to be permitted to assemble and share resources such as hiring experts or opening community centres, and why there are 7 democratic schools in Canada, and multiple learning centres in Quebec and elsewhere. This is especially vital in rural areas and for poorer families, who are mostly excluded from this educational option at this time.

Concern: Research – “More research needs to be done on the long-term effects of unschooling”.

Yes. Please!

“Dr. Ricci says studies have found homeschool kids do better on SAT tests and rank better in citizenship than their school-going peers.”

Here are some other studies. (Let us know of others?)

Awareness about this educational option is really helpful to getting the rights and support these families and communities need, and clearing some questions for concerned others (extended family, policy makers).

Please share, and read up, and enjoy the experience of accompanying young scholars, if you can.

-Tammy Mackenzie, tammy@redaq.ca


Unschooling by the books / Thanks for your article, Ms Boesveld. I hope you’ll be moved to remove one or two of your references to “tossing out curricula”?

Samples and Checklists: UNSCHOOLING CURRICULUM

Radical Unschooling Guidance

Global Vilage Curriculum K-8

Unschooling and Time4Learning

The unschooled version of a seventh-grade-ish curriculum plan for 2012-13