HOLISTIC HOMESCHOOLING: A NARRATIVE INQUIRY INTO A MOTHER’S MOTIVATIONS FOR HOME EDUCATING Brooke Haugh Doctor of Philosophy. Nipissing University 2017 HOLISTIC HOMESCHOOLING: A NARRATIVE INQUIRY INTO A MOTHER’S MOTIVATIONS FOR HOME EDUCATING Brooke Haugh SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DOCTOR OF PHILOSOPHY NIPISSING UNIVERSITY SCHULICH SCHOOL OF EDUCATION NORTH BAY, ONTARIO © Brooke Haugh 2017 Abstract Holistic homeschooling is an outlook on home education that acknowledges the interconnectedness of the homeschooling lifestyle. Situated in the realm of third-wave feminist theory and embracing a holistic worldview, this interpretive qualitative study explores my values and motivations for offering our children the opportunity to homeschool. Using Narrative Inquiry as a methodology and personal journals collected over a period of 5 years as a source of data, I have reflected on my experiences as a homeschooling mother. Theoretical frameworks of maternal desire, self-determination theory, and ethic of care are used as tools for interpretation. From this interpretation, I present the prism of connection that represents my homeschooling lifestyle at this stage of my life as a homeschooling mother. iv Acknowledgements To my supervisor, Dr. Carlo Ricci, thank-you for accompanying me on this journey. I am forever grateful for the years of mentorship, encouragement, feedback, and friendship you have provided me. To my committee members Dr. Michael McCabe, and Dr. John Vitale, and to my examiners Dr. Christine Cho, and Dr. Kellie Rolstad, thank-you for your thoughtful questioning and valuable input. Thank-you to Dr. Glenn Hanna for being my cheerleader, and to the rest of my Nipissing cohort members for being available and supportive when a chat was needed. To Catharine Crawford for your friendship and for your ear. Thank-you to my parents for instilling in me the perseverance needed to accomplish this degree. Both of you, and Dan, have taught me so much with your love. I dedicate this work to my husband and to my two boys. Without you, this would not have been possible, or as enjoyable as it was. Thank-you for your patience and your love, always. v Table of Contents Title Page .............................................................................................................. i Certificate of Examination ................................................................................... iii Abstract ................................................................................................................. iv Acknowledgements ............................................................................................... v List of Figures ....................................................................................................... ix Chapter One: Introduction and Background ......................................................... 1 Purpose of the Study .................................................................................... 5 Background of the Problem ......................................................................... 6 Significance of the Study ............................................................................. 9 Personal justification. ......................................................................... 10 Practical justification. ......................................................................... 11 Social justification. ............................................................................. 11 Limitations ................................................................................................... 13 Research Questions ..................................................................................... 15 Dissertation Overview ................................................................................. 17 Chapter Two: Review of Literature ...................................................................... 22 History of Mass Education in Upper Canada .............................................. 24 Society’s changing needs. .................................................................. 27 School promoters’ values. .................................................................. 29 Families’ changing values. ................................................................. 31 The Homeschooling Movement .................................................................. 35 John Holt. ........................................................................................... 38 Raymond and Dorothy Moore. .......................................................... 40 Motivations for Homeschooling .................................................................. 42 Canadian Perspective ................................................................................... 49 Situating This Study .................................................................................... 52 Chapter Three: Methodology ................................................................................ 54 Narrative Inquiry ......................................................................................... 54 Qualitative Research .................................................................................... 55 Self-Study .................................................................................................... 56 Journals ........................................................................................................ 56 Research Process ......................................................................................... 57 Narrative Framework ................................................................................... 62 Three commonplaces of narrative inquiry. ........................................ 62 Focus of four directions. .................................................................... 64 Analysis of Narratives ................................................................................. 65 Storying ....................................................................................................... 67 vi Crystallization .............................................................................................. 69 Ethics ........................................................................................................... 71 Conclusion ................................................................................................... 73 Chapter Four: Theoretical Frameworks ................................................................ 74 Third-Wave Feminist Theory ...................................................................... 75 Maternal Desire ........................................................................................... 76 Maternal desire and feminism. ........................................................... 78 Self-Determination Theory .......................................................................... 79 Values. ................................................................................................ 80 Self-determination theory framework of values. ............................... 82 Ethic of Care ................................................................................................ 83 Conclusion ................................................................................................... 86 Chapter Five: Inquiry and Interpretation .............................................................. 87 Maternal Desire and Self-Determination Theory ........................................ 91 Moments of joy. ................................................................................. 92 Schools as prisons. ............................................................................. 94 Against the norm. ............................................................................... 96 Self-Determination Theory and Ethic of Care ............................................. 98 Pre-school dropout. ............................................................................ 100 Freedom to learn. ............................................................................... 101 Devil teacher. ..................................................................................... 104 Ethic of Care and Maternal Desire .............................................................. 109 Caring relationship. ............................................................................ 109 Trustful parenting. .............................................................................. 111 Conclusion ................................................................................................... 115 Chapter Six: Holistic Homeschooling .................................................................. 119 Holistic Worldview ..................................................................................... 120 Interrelatedness. ................................................................................. 121 Awe and reverence. ............................................................................ 122 Spirituality. ......................................................................................... 124 Wholeness. ......................................................................................... 126 Homeschooling Mothers ............................................................................. 127 Conclusion ..................................................................................................