Issuu

Even

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Different?

From the Editor

Contents News & Reports p. 3-5

Homeschooling in Eg1pt, College Admissions Personnel on Homeschooling, New Books Homeschoolers and Technology: A Closer Look p. 6-9

Don't Make School's Mistakes, Homeschoolers Online? Not so Fast!

& Concernsp. 10-f6 Help for Struggling Readers, Ordinary FOCUS: Can We Be Friends Even

Kids?, Autism

If We're Different?

p. 17-21 Homeschoolers write about being friends with people of different backgrounds, lifestyles, or beliefs

Adults: Liberate Yourselves: Interview with Michael Fogler

p.22-25 The author of Un-Jobbingsays adults can rethink workingjust as kids rethink schooling Watching Children Learn p. 2G29

Math Clubs, Out of Order, Rescuing Wild Burros

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Issus #124

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GWS is based on the idea that young people are good at learning and that learning happens everywhere' Our stories explore how people of all ages learn and grow and how others can best help them. GWS is an ongoing conversation among its readers, and it allows homeschoolers (and other interested people) to share

experiences, thoughts, questions, and concerns.

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NEcESSARILY REFLEcT

GWS's

ENDoRSEMENT AND

WE CANNOT VOUCH FOR ANY CI.AIMS MADE BY ADIT'RTISERS. Growing Without Schooling #124, Vol. 21, No. 3. ISSN #0475-5305. Published by Holt A$ociatâ‚Źs, 2269 Mos. Ave., Cambridge MA 02140. $25,/p. Date ofissue: SePt./Oct. 1998. Periodicals Poshge paid at Boston, MA md at additional mailing oFrces. iOSTMASTER, S.nd addres changes ro GWS, 2269 M*s. Ave, Cambridge, MA 021 40 Phone 617â‚Ź@3100 . Fu 61746'!9235 ' web w.holtgw com ' email Holtcws@erols com or HoltCWS@aot.com ADVERTISERS: Space resemtion deadlines de the 1st of odd-numbered months. write fol rates: Barb Lundgren, Advertising Manager 3013 Hickory Hill, Collelwille TX 76034; call 817-540'6423'

A reader wrote to us, "While our family's beliefs are often contrary to the bulk of the letters and articles published in GWS, I enjoy reading your magazine. It helps me to understand different aspects of the homeschool movement and to be more tolerant and educated on different poins of view." How heartening, I thought when I read this, that this reader is able to see difference as interesting rather than threatening, and that she's able to go beyond the comfort and familiarity of associating with like-minded people to find value in the words of people with whom she disagrees. Dealing with difference in any form is a challenge for many people, and homeschooling families come up against this in so many ways: how to accommodate different perspectives within a suPport group? How to meet the needs of two very different siblings? How to assuage the fear that homeschooling children will later blame their parents for raising them outside the norm? How to handle feeling different from one's friends who send their kids to school?

\Mhile homeschooling parents are struggling with these kinds of questions, young people struggle with their own questions of difference. One is the task of building friendships across differences of one kind or another. Periodically we like to ask our young readers what socialization means to thern, and back in GWS #88, Ginny Hood wrote, "socialization means dealing with people who aren't exactly like you." With that definition, we realize that true socialization is a challenge notjust for kids but for all of us. For this issue's Focus, we asked young readers to tell about a friendship with someone whose life or background or beliefs were different in at least one significant way. We were particularly interested in how that difference feels and whether it was important to the friends to talk about it. Sara, a grown homeschooler, says of the friends she meets at college, "As long as we can talk openly," it's OK to have different views, and that seems to be the watchword for many. When I read about Hannah staying up late into the night to talk with her friend about their different experiences, or Margaret's description of taking walks with her friend and tossing tough questions back and forth, I'm impressed with how these young people aren't shying away from big conversations. Now I wonder what happens, or what could happen, when adults and young people talk together about the challenge of dealing with difference. Instead of thinking of socialization only as something kids need to learn how to do, adults can talk to kids about their own experiences being friends with people who aren't exactly like them. What do they talk about? What's off limits? When is difference enlightening, as it was for the reader who sent us that note, and when is it frightening? From such honest and mutual exploration of these issues, adults and young people can learn a lot from each other. - Susannah Sheffer GnowrNcWrrnour ScHooLINc #124 o Snpr./Ocr. '98

News & Reports

Tlrtankhamen's "stuff in the Cairo museum, the Valley of the Kings and Queens in Luxor, ancient Temples in Luxor and Aswan. We have sailed the Nile in a felucca and ridden horses and camels through the desert. We're studying Egyptian Arabic and establishing contacts with locals. In this gradual way the children are experiencing another culture and broadening their perspectives of how others live.

There are no public libraries, pools, or community centers. Since we do not use a packaged curriculum, access to a library was critical to our

Homeschooling in Eglpt Dawna Petsrson turites from Eglpt: We came to Egypt as homeschoolers, having educated our children at

home in Maryland for the previous three years. In Maryland we benefited from a large and diverse network of other homelearning families and from

community resources. Arriving in Eg1pt, we immediately set about trying to construct similar support structures here in Cairo. Currently The Ma'adi Homelearning Nenvork is twelve families strong and growing.

The poor ofEgypt have educated their children at home since time immemorial. For the most part this education consists of learning the skills they will need to survive in a difficult urban environment, skills

which may or may not include reading, writing and arithmetic. There is "free" public schooling in Cairo, but it is not really free. Parents must pay for uniforms, books, and supplies that are priced out of the reach of the poor and even many of the working class. Upper class families send their kids to private schools taught in English, French or German. These schools are extremely rigid, being aimed at teaching children to pass a series of national standardized tests that will ultimately determine whether or not they go to a university. Ma'adi, where we live, is a suburb of Cairo. It houses a large segment of the foreign community in Eglpt (embassy staff, oil industry workers, academics and so forth) especially those with children. Most families send their children to the Cairo American College, an American school teaching elementary middle and high school grades.

GnowrxcWrruour Scuoor-rrvc #124

homeschooling. Fortunately, we were able to purchase a "non-afflrliate" pass to the Cairo American College. This has enabled us to use the library and the playground. Our children also participate in Girl Scouts and commu-

nity sports leagues. When I began locating other homelearners, I found that expatriates ("expats") have been home educating here for years. Homelearning families report similar issues with schools here as in the U.S: rigid curricula, authoritarian settings, and moral failure with the middle and high schools. The community here is highly transient and four years seems to be the average time any one family is here. Thus, there isn't a lot of consistency within the community. When we arrived there wasn't a formal homeschooling network yet established. I began encouraging formal meetings, sharing resources, and taking field trips. Thus, we are growing. This past year we toured a farm, a chocolate factory and a living history museum. In the coming year we are planning a world geography fair, a science fair, and math olympics. It is easy to condemn communities like Ma'adi as "foreign ghettos," alienated from the society that hosts them. No doubt there is some truth to this. But by being part of the expat community, our children haven't felt as uprooted as they otherwise might. And through travel we are able to "live and learn" in an extremely tangible way. We have had the experience of studying Egyptian history and then visiting the sites described in our books: the Giza Pyramids,

Snpr.,/Osr. '98

Having homeschooled for three in the U.S., I am aware that most homeschoolers have to deal with authorities. We don't have anyone we need to report to. Homelearning is legal here. In fact, we have one native Egyptian homelearning family in our group. They realize that because they are homeschooling, the kids will probably not be eligible for the tests that would enable them to get into the free national universities that are the ticket to the professions in Egypt. They plan to send their children either to the American University in Cairo or to apply to universities abroad. Local working-class Egyptians ask years

us frequently why our children aren't in school. They seem puzzled or

amused that we, as "elites," are choos-

ing to homeschool, when they do so out of necessity. The ex-pat community finds us as puzzling as many Americans did in the U.S. There seems to be a mistaken belief that children at home would be in the way and take huge amouns of time to entertain. Our oldest daughter is a homelearning proponent and frequently tries to convert her friends into homeschoolers. She was successful with tr,vo families in the U.S and it appears she has convinced another family here to start homelearning this coming year. Her goal, she tells us, is to have all her friends homeschooled so they are available

for playdates.

There are many difficulties facing homeschooling families in Cairo. Resources that we take for granted in the U.S. aren't here, or are available only for a considerable expense. Materials imported from abroad are subject to high duties, sometimes

tripling the price. Nonetheless, homeschooling continues to grow. Decisions by many companies and institutions to pay for the schooling 3

* only two of their employees' children, and limitations of educational options by foreign employers (such as a recent U.S. State Department rule that it will only pay for children to attend the Cairo American College, regardless of parental or student preferences), make homeschooling an increasingly attractive option for many families.

College Admissions Personnel on Homeschooling Irene M. Prue, Assistant Director of Admission at Georgia Southern University, has produced a research report called "A Nationwide Survey of Admission Personnel's Knowledge, Attitudes, and Experiences with Home-Schooled Applicants." Copies of the full report are available for $6.95 from the National Association for College Admission Counseling, 1631 Prince St, Alexandri a YA 2231 42828. Here's an excerpt: Perhaps the greatest issue

concern to admission personnel was documentation - objective measures of a student's knowledge and ability.

Providing detailed documentation regarding previous course work can assist admission personnel

in evaluat-

ing home-schooled applicants' prob. ability of success at a given institution. Utilizing recognized evaluation instruments such as the Advanced Placement Exams and the SAT II subject area tests when students complete the content as part of their home-school curriculum is a viable

option.

...

Home-school leaders and families must also keep in mind the role of admission personnel. Thejob of admission personnel is to identiS and recruit students who will succeed at their institution. So providing objective measures of evaluation of homeschooled students is critical for admission personnel to carry out their responsibilities. This study clearly indicated that admission personnel are not anti-home-schooling; they simply need concrete measures to assess the chances that a homeschooled applicant will succeed at

their institution. Many institutions are developing 4

Nnws

& Rrponrs'f'

admission policies to address homeschooled applicants. But how these policies are being developed and what information is being used to develop admission criteria for home-schooled applicants is still unclear and is an area for further study. Clearly, there is potential for admission personnel and home-school organizations to collaborate in the development of standardized mechanisms for documentation that could facilitate the application process. Leaders in the home-school movement should approach college admission directors or vice presidents to begin this work because, as this study revealed, these administrators have the most favorable attitudes toward home-schooling and they have had more positive experiences with home-schooled students than other respondents (i.e. counselors, associate directors, and assistant directors). Unlike research at the elementary and secondary levels ..., which indicated

that educational professionals had unfavorable attitudes toward homeschooling, personnel in higher education exhibited in this study relatively favorable attitudes toward home-schooling. This lack of hostility bodes well for the development of policy that meets the needs of all interested parties. ...

New Books of Interest [SS:] Snnal of this season's nan books of intrrest to GW readers. A couplc ofthe books dcscribed here are already in

will

ourJohn Holt's Book and Music Store catalog; others might be added in the future, so check with us if you're interested.

The Book ef l,sar.ning and Forgetting, by Frank Smith. Fans of Frank Smith's work know that his ideas about learning closely resembleJohn Holt's and provide support and background understanding for many homeschooling families. This new book contrass the "official" theory of learning - that learning is hard and tedious - with the "classic" theory that we learn all the time, from everything we do. Though Smith knows that the oflicial theory dominates most schools and educational systems, he's tireless about believing that that domination doesn't have to persist forever. His

final chapters are titled "Liberating Our Own Learning" and "Liberating Schools and Education." He also answers questions like "Don't some things have to be learned by rote?" and "When is it appropriate to correct

children's mistakes?" (Teachers College Press, $17.95) Dialogues, edited byJerry Brown. Several GWS readers wrote to tell us they'd heardJerry Brown's "We the

People" radio program when I (Susannah Sheffer) was a guest on it in February 1997. It was one of the most indepth interviews I've had a chance to do, covering notjust homeschooling but the purposes of schooling and other aspects ofJohn Holt's work. Now the text of that interview is included in this collection of 18 of Brown's interviews. Interviewees include Jonathan Kozol, Ivan Illich. Alice Walker, Sister Helen Prejean, Thich Nhat Hanh, Gary Snyder,John Gatto, and others. (Berkeley Hills Books, $12.95) The Homeschooling Book

Answers, by Linda Dobson. Linda Dobson asked experienced parents, kids, advocates, and writers to answer a huge variety of questions about home-

schooling, making this book a comprehensive and personal introduction to the topic. It seems useful mostly for people considering homeschooling or just starting out and - this especially is likely to appeal to GWS readers - for all those friends and relatives who have exactly the questions listed in the book. The questions range from "Should I do anything special for a child who is coming out of public school after years of attendance?" to "But what about the prom?" to "How do I schedule and organize our days?" to "How can I do rny oun assessment of where my child stands academically in relation to her peers?" There are 88 questions in all, and usually more than one contributor's answer (and the answers don't always agree). Contributors include David & Micki Colfax, Susan Evans,John Gatto, Nancy and Billy Greer, Mary Griffrth, Mark & Helen Hegener, Cafi Cohen, Larry Susan, and Megan Kaseman, Patricia Lines, Pat Montgomery Donna Nichols-White, Becky Rupp, Susannah

GnowrNc WrrHour ScHooI-rNc #124

r Snrr.,/Ocr. '98

.!. Nrws & Rlponrs Sheffer - and several others. (Prima Publishing, $16.95)

The Question is College: On Finding and DoingWorkYou Love, by Herbert Kohl. This book was listed in our spring catalog, but because it was delayed at the publisher's for a few months, we want to make sure our readers know that it is now available. The book was much loved by homeschoolers (and many others) when it first came out in 1989, and we're thrilled that it's now back in print with a new preface by the author. It's for teenagers who aren't sure that they want to go to college at all, and for their parens (especially those who may be worried about the no-college choice). As the subtitle suggests, it's also about finding work you love, which makes it a good companion to Michael Fogler's UnJobbing (see interview, this issue). (HeinemannBoynton/Cook, $15.95. Now avail. from Holt Associates; add $4.90 s/h.)

We've created a flyer designed to

interest people in subscribing to GWS. One side announces the highlights of the forthcoming issue and tells readers that if they subscribe by such-and+uch a date, their subscription will begin with that issue- The other side describes the magazine in general and the features that are in every issue. We would like to ask foiyour help in getting this flyer into the hands of people who are likely to take an interest in it. If you . come into contact with homeschoolers (or prospective homeschoolers) regularly, though a

Finally, if your copy of The Teenage Liberation Handbook is dogeared or perpetually on loan to a

friend, it's worth getting a copy of the recently released new edition, which contains lots of updated information

(including information about The Unschooling Handbook, by Mary Griffith. Mary whose earlier book was The Homeschooling Handbooh, has written another book specifically about unschooling, and the subtitle is "How to Use the \A/hole World as Your

homeschooling abroad), many new examples, and, in some cases, Grace Llewell;m's latest thoughts. ($19 + $4.90

s/h from Holt Associates).

Office News

that unschooling and homeschooling

Parent-Educators Association conference in Florida, the Link Homeschooling Conference in California, and the New Jersey Unschoolers Network conference, meeting a lot of GWS readers and friends. Meanwhile, we're gearing up for our own conference in September, and hope to see many of you there.

and practices, there's much in this book to appeal to parents new to the idea of learning without a formal curriculum. Some chapter titles are "TV or not TV," "How Can You Tell They're Learning?", "Changes as Kids Grow Older," and "Coping with Doubts and Challenges." The book's many examples show how young people can learn through real-life experiences, but Mary also makes clear right away that unschooling is distinguished not so much by is activities as by the attitude of the learner. "Unschooling puts the learner in charge," she concludes after showing that a school student and an unschooler could both be sitting at a table working on geometry problems, but they'd have very different reasons for doing it and a different approach to the task. (Prima Publishing, $15.95) GnowrNc WrrHour Scsoor-rNc #124

other activities . publish a newsletter r have contactswith other groups that may be interested in GWS (La Leche League, other groups of parents, etc.), or o can think of places in your community where it would make sense to leave flyers (local library children's bookstore, etc,) and would like to receive a bunch of flyers every two months, please send us your name and address. This is a simple way that readers around the country can help us reach people we wouldn't otherwise reach. TFIANI(S in advance.

tion for advertisers, but several ofyou added additional comments for which we are most grateful. Those who filled out the survey received a free issue of GWS, and some of you asked us to donate that cost to our gift subscription fund instead, which we also appreciate. We continue to get more requests for subscriptions from lowincome families than our gift subscrip-

tion fund can cover, so any further donations to that fund are welcome.

Classroom." Although I'm still concerned (as I described in GWS #122) about the consequences of suggesting are distinct and separate movements

suPPort group, resource centef, or

Since our last issue went to press, Pat Farenga has spoken at the Florida

in our last issue, we've been in the midst of reorganizing our shipping department, so that an outsourcing company in Michigan can take over the fulfillment of book As we said

orders and subscriptions. We appreciate our customers' patience with the delays that this transition caused

during the latter part ofJune. By the time you receive this issue, things should be running smoothly. We also appreciate how many of you took the time to fill out the survey that was printed in GWS #122. Not only did you give us useful informa-

r Srpr./Ocr. '98

Calendar Sept. l418: 9th Annual Oreson Unschooling Chautauqua near Cascade Head, Lincoln City, OR. For info: SASE to Oregon Chautauqua, c/olhm

Gordon, 5125 SW Macadam Av, Suite 200. Portland OR 97201 or send email to ann@outoftheboxpublishing.com Sept. 25-27: Growins Without Schooling annual conference in Great Barrington, MA. For details, see the back cover of this issue of GWS. or call us ar 617-8643100. Sept. 26: West Vircinia Home Educators Assoc. annual conference

nearJane Leq WV. For info: Mary Beth Stenger, 1 -800-73G\4VHE. O ct. 23-25: Kentucky Independent Learners Network Fall Gathering and Mini-Conference at Stillwaters Campground in Frankfort, ICf. Camping, canoeing, adults' and children's workshops. For more info; SASE to

KILN Campout,615Indian Gap Rd, Frankfort I{Y 40601, or email JanNorgate@aol.com

Homeschoolers and Tbchnology: A Closer Look Don't Make School's Mistakes Lmetta Heuer; who will be lzading a worhshop at our 1998 confnmce on How Homeschoolms Use Tbchnolog, ttnites:

How does our unschooling family use technology differently from schools? . We use the plural form of the word: technologies. Technology for learning isn't limited to computer software, nor even the computer itself with its e-mail, interactive services and Internet access. The word technologles reminds us of the wide range of resources alailable: films seen in theaters, videos watched at home, TV shows (viewed either in real time or more conveniently scheduled using the VCR), fax machines, photographs, video conferencing, recordings of music and the spoken word, printers and copiers, pagers and cell phones. It is also helpful to remember that once upon a time the written word was emerging technology.

Schools tend to block free-wheeling collaborative explorationn either from fear of what students will discover or fear that students will be overwhelmed and overstimulated.

We avoid most software touted as "educational." We use technologies in education, not educational technology. This is typical of most unschoolers who have a non-textbook approach to learning. For me, software designed to have "educational value" often seems contrived, tacky and artificial. Instead, we use the Internet to view a virtual dissection of a frog, read the daily Italian newspaper, investigate knot theory for algebra. Since none of these are found in textbooks. the Internet is fast becoming our text. I know that other homeschooling families are beginning to explore distance learning opportunities such as on-line courses and chats with professors and professionals. I imagine video conferencing with mentors will be the o

next step.

. We use technologies for learning rather than teaching. Whereas schools tend to use technology as an add-on to supplement the way teachers teach, we use it to change the way we learn. The roles of student and teacher are fluid in our family. Because of this, my children and I tend to be co-learners, not just learning things none of us knew t)

before, but also discovering things we didn't even know existed. (Do you know what's on Archimedes' tombstone? Or how contemporary artists depict Dante's Infm.o?) This qpe of free-wheeling collaborative exploration is something that schools tend to block, either from fear of what students will discover or fear that students will be overwhelmed and overstimulated by the enormous amount of

information in cyberspace. r.We use virtual tools for real, not simulated, tasks. We use real software to do real tasks. We send e-mail, access and download resource materials, write letters, play problem solving games such as Myst, draw, participate in a poetry writers' group, collaborate on a statewide newsletter, obtain reference information for family travel, manage financial and quantitative data, download lyrics for songs we'd like to learn, even order books from our local library through their on-line card catalog. Most of these tasks would not be permitted on a school computer. Furthermore, technology is available in our home, on demand, when we need it, twenty-four hours a day. We needn't wait until the classroom computer is free or until it's our turn to go down to the computer lab. For us, technology is as accessible as pencils and pens.

. We exploit technology's non-linear

aspects.

We like not knowing where our Internet searches will lead us! The serendipitous result of following weird links usually provides us with knowledge and insights we never would have encountered had we followed a traditional outline. The Internet suits our synthetic, non-linear approach to learning. Technology has also taught us not to treat the printed word as sacred. Why not see three versions of Richard III on video first, and then read the text? In short, we are using technology to help construct a

personalized education.

r We use emerging technologies to communicate rather than isolate ourselves. While some feel that technologies impede communication (OK call-waiting is atrocious), our family's communication has been enhanced by them. Quite frankly, without e-mail access I feel as isolated as if the phone were out of order. I'd be lacking a tool by which I share, talk, commiserate, empathize .... communicate. Our sons have used a variety of technologies to connect with others: fax, e-mail, IM's (instant messages), chat rooms and audio tapes mailed to friends. Content ranges from the frivolous ('You've been sent a bouquet of virtual flowers!") to the deep social issues that concern them. I've found that kids are amazingly comfortable GnowrNc WrrHour ScnooI-INc #124 o

Snpr./Ocr.'98

nomenon, neither Utopian nor inherently evil. Our family is relatively unafraid of technologies; we enjoy experimenting with them. Whereas schools find it necessary to impose filters on technology, we simply take personal responsibility for its use. As such, my children aren't constrained by the formal curriculum of a computer course or a keyboarding course or an Internet course! We also aren't limited by some expert's definition of "ageappropriate learning," or what we need to know or what's OK to see. While I hope that the schooled children of the 2lst Century will have access to independent, interdependent, interactive, impromptu learning, it is reassuring to know that we homeschoolers are free to develop a comfortable relationship with technology right now.

sharing technology resources with each other. My younger son designed his web page by gathering information from online friends, most of whom he has never met in person. And as the parent of a college student, I've found that computer-facilitated communication has allowed my son and me to talk reflectively, download and forward research, edit each other's writing, and share a iD (an email

chuckle) or two. As a homeschooler I've found recent computer technology to be a powerful resource. Eightyears ago I could log on to Prodigy and read the day's few homeschool postings in less than half an hour. Today on America Online, where the total homeschool postings number in the tens of thousands, catching up on even one day's material is a virtual (pun intended) impossibility. However, with folders forjust about every homeschool concern and subgroup, one can quickly findjust the support needed. We homeschoolers can often feel isolated in our geographic communities. Technology helps us connect with like-minded souls, regardless of locale, so we can feel less alone and more confident. We can quickly get information about state regulations, find strategies for interacting with in-laws, preview a variety of instructional materials, andjoin heated debates about such things as school-athome and radical unschooling. With technology as a resource, the novice soon begins to feel that homeschooling is a manageable endeavor. o

Homeschoolers Online? Not So Fast! written fo Matt Hem, who works at in Vancouaur) and edited the book collection Deschooling Our Lives, and Stu Chaulk, who runs a small Intanet consulting business and runs the on-line Netizm Actiaist Resource Centen The

essay is

Windsor House (a public free school

Over the past several years, every homeschooling or alternative education publication seems to have been obliged to carry regular pieces extolling the virtues and pleasures of the Internet. The articles are always in a

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