Comparative study on Homeschooling in Asian Countries in terms of law, tradition, and habitus

Homeschooling in which families are pursuing an alternative education without sending their children to schools has been taking place in many countries in Asia. This study aims to understand these homeschooling phenomena of many Asian countries from comparative cultural perspective, especially in light of the multidimensional concept of culture: law, tradition, and habitus (Bourdieu’s term). For this purpose, this study adopted meta-analysis of established literature on homeschooling in Asia. As research results, it is revealed that against the backdrop of new class stratification and neoliberal globalization in Asia, some faithful parents with middle-class background started homeschooling. In addition to this common feature, some distinguishing features as well as similar ones among countries are analyzed in terms of law, tradition, and habitus. First, in terms of law, the countries under study could be categorized according to how compulsory education law is enforced regarding homeschooling: collective, collective but elective, and liberal. Secondly, in regard with tradition, homeschooling in Asia emerged and expanded mainly for fostering religious education: Confucianism, Christianity or Islam. Lastly, from Bourdieu’s perspective of habitus, most homeschooling parents with middle class background have a ‘liberalistic’ preference of individualized and customized way of teaching. Also, they tend to be ‘conservative’ in a way that they put an emphasis upon transferring specific traditional values to their children. It is revealed that most of homeschoolers in these countries have been satisfied with their choice of homeschooling. However, considering recent criticism on homeschooling in regard with children’s socio-emotional development, it is time to reconsider if the right to education does belong to the parents or to the children. At the same time, the duty of the society as well as that of parents to promote children’ right to education should be reconsidered.