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Tomorrow's Godly Americans: Citizenship Education and National Identity in Conservative Christian Homeschools

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Tomorrow's Godly Americans: Citizenship Education and National Identity in Conservative Christian Homeschools TOMORROW'S GODLY AMERICANS: CITIZENSHIP EDUCATION AND NATIONAL IDENTITY IN CONSERVATIVE CHRISTIAN HOMESCHOOLS JEFFREY IAN BUTLER A DISSERTATION SUBMITTED TO THE FACULTY OF GRADUATE STUDIES IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY GRADUATE PROGRAM IN SOCIOLOGY YORK UNIVERSITY TORONTO, ONTARIO May, 2013 ©Jeffrey Ian Butler, 2013 Abstract This dissertation examines citizenship discourse and national identity in conservative evangelical homeschools in the U.S. Using the Christian Home-Educators of Colorado (CHEC) as an ethnographic case study, it elucidates the role of evangelical homeschoolers in the managed construction of their children's political identities, putting forward an account of citizenship discourses that shows how they are produced, managed, taken up and contested through CHEC activities and homeschool teaching and learning.· The dissertation illuminates the role of civic discourses in the lives of homeschool parents endeavouring to shape their children into "Christian-Americans". Analyzing four data sources: interviews with CHEC homeschoolers and leaders (N=34), ethnographic observation of the 2009 CHEC conference, speeches delivered at the annual CHEC convention between 2004 and 2010 (N=22), and texts and materials from several organizations for conservative Christian youth geared towards civic · education, the dissertation hones in on the concept of "worldview", an important category that CHEC homeschoolers actively construct. The two components of the "conservative Christian nationalist worldview" - one backward-looking and the other forward-facing - unite in the present. The dissertation explores how Christian homeschool parents pass this worldview on and build civic identity in their children through the social organization of citizenship education. It contends that evangelical home-educators draw on particular interpretations of history to establish membership and belonging. This national identity is constituted by responding to "others" who lie outside homeschoolers' political imaginary with discourses of "contamination vs. purity" and "discernment". Accomplished through meticulous social organization that combines deliberate role modeling, participation in certain activities, and the mobilization of specific discursive resources, homeschool parents shape their children into passionate citizens. Finally, the dissertation demonstrates how patriarchal discourses of gender tie into nationalist ideology, guiding gendered socialization and civic learning. ii Dedication To my eldest sister, her husband, and their wonderful family. The finest homeschoolers I know. iii Acknowledgements This dissertation would never have been completed without the help of some truly special people. First, I would like to thank my supervisory committee in the Graduate Program in Sociology at York University. My supervisor and greatest advocate, Professor Lorna Erwin, mentored me through countless drafts and is a model of what a supervisor should be - supportive, accessible, and relentlessly challenging. Professor Kathy Bischoping helped me find my authorial voice. Her meticulous attention to language underlined the importance of clarity. At the same time, Professor Eric Mykhalovskyi pushed me to be assiduous in developing my research design while keeping in mind the burning question of "what is my contribution!?" Thanks, as well, to the members of my examining committee for ·taking the time to read my work and provide ideas on how to improve it. Prof. Glenn Stalker acted as internal/external, Prof. Karen Robson acted as Dean's representative and moderator, and Prof. Lome Dawson was a most insightful external examiner.· I am also deeply indebted to the Christian Home Educators of Colorado (CHEC) for providing me with access to their annual conference and opening the door to numerous respondents. I am immensely grateful to the homeschool parents, grandparents and graduates who participated in my dissertation research. I cannot express how immensely grateful I am to my parents. They continue to be my greatest role models in all things. Their love and counsel have been more helpful than I can put into words. Finally, a big thank-you to my eldest sister and her family for welcoming me into their home and community. My discussions with them enhanced· my understanding of their belief in, and commitment to, the homeschool movement. iv TABLE OF CONTENTS Abstract .......................................................................................... ii Dedication ......................................................................................... iii Acknowledgments ............................................................................... iv Table of Contents ............................................................................... v List of Tables ..................................................................................... vii CHAPTER ONE: INTRODUCTION ......................................................... 1 A. Research Problematic and Contribution ..............· ........................... 8 B. Research Context ................................................................... 9 C. Homeschool Critics and Proponents .............................................. 10 D. Research Questions ................................................................. 15 E. Dissertation Chapters ............................................................... 17 CHAPTER TWO: LITERATURE REVIEW ............................................. 21 A. Citizenship in 'Crisis' ..................................................... ·......... 21 B. Conservative Christian Citizenship ............................................... 23 Christian political engagement. ............................................................ 24 The development of the "Christian right" ................................. 25 C. Citizenship Education ..... :............................................................................ 26 D. Home-Based Education ................................................................... 28 The character and history of American homeschooling ....................... 29 Christian research on homeschooling ................................................... 31 Sociological research on homeschooling .............................................. 33 E. Conclusion ...................................................................... .' ........ ~ .................... 39 CHAPTER THREE: METHODS ...............................................· ............. 40 A. Exploring Discourse Through Ethnography ................................................ 41 B. Case Study and Research Site: Christian Home Educators of Colorado (CHEC) .................................................................................. 44 C. Ethics Approval ........................................................................................... 45 D. Access .......................................................................................................... 46 E. Data Sources and Data Collection ................................................. .49 1. Interviews ........................................................................................... 49 2. Ethnographic observation .................................................................. 54 · 3. CHEC speeches.related to citizenship ................................... 55 4. Texts from pro-citizenship organizations for Christian youth .......... 56 F. Phases of Research ................................................... .-................................... 57 G. Reflexivity and Positionality ........................................................ 57 H. Coding .......................................................................................................... 61 I. Conclusion .................................................................................................... 63 CHAPTER FOUR: CONSERVATIVE CHRISTIAN HOMESCHOOLING AND "WORLDVIEW" .......................................................................................................... 64 v A. Worldview .................................................................................................... 67 B. W orldview In Christian Thought ................................................................ 69 C. Worldview In Philosophy and the Social Sciences ...................................... 71 D. W orldview In This Dissertation ................................................................... 74 E. The Worldview of Conservative Christian Nationalists .............................. 77 F. Face One: Nostalgia ..................................................................................... 80 Christian heritage under attack. ............................................................ 80 The culprits: secular humanism, socialism and public schooling ......... 83 Curriculum and pedagogy .................................................... 87 G. Face Two: Anticipation ............................................................................... 102 Good citizenship, in theory ................................................................... 104 Good citizenship practice ...................................................................... 111 H. Conclusion ................................................................................................... 115 CHAPTER FIVE: IDENTITY AND THE FASHIONING OF CHRISTIAN AMERICANS ..............................................................................................................
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