I Get My Very Own Week, Courtesy of The Unschooler Experiment!

I did a recording of my talk Against The Current, for the wonderful website The Unschooler Experiment, about a month ago.  The Unschooler Experiment sets itself apart from pretty much all other unschooling sites in that it focuses on the stories and experiences of grown unschoolers themselves, instead of parents, and seeks to share information that's interesting and relevant to both grown unschoolers and parents of unschoolers (and grown unschooled parents of unschoolers, of course!).

And now I'm incredibly honored to be featured this whole week on that site, during The Week of the Idzie!  My talk has been broken up into 7 essays, which will be followed by my reading of those essays in a podcast on day 8.  I'm truly flattered, and also just can't help but be extremely amused by that title.  "Week of the Idzie"...  It sounds very much like something I'd declare dramatically and with great silliness to my family.  "I declare this to be the Week of the Idzie!!"  Anyway, a big thanks to Peter Kowalke and other awesome folks over at The Unschooler Experiment.

See all the Week of the Idzie posts here:

And read today's essay Against the Grain (Day 1 in the Week of the Idzie.  It seems egocentric to get such a kick out of that title, but I can't help it!). 

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In other news, though it may be taking longer than I'd hoped, posts will soon be posted on Sistermatic Response, I promise!  You can follow updates over at the Sistermatic Response Facebook page.  You can also, of course, follow this blog as well, at the I'm Unschooled. Yes, I Can Write. Facebook page!

Unschooling and Trust

When you get right down to it one of the most integral aspects of unschooling, and this is something you hear lots of unschooling advocates saying, is trust.

Trust is a really nice word.  According to Dictionary.com, trust is:

trust

 [truhst] 

noun

1. reliance on the integrity, strength, ability, surety, etc., of a person or thing; confidence.

2. confident expectation of something; hope.

I love that first definition.  Reliance on the integrity, strength, ability, surety, etc., of a person.  Unschooling, or really, doing many things differently than those ways of doing and being sanctioned by the dominant culture, takes a lot of trust.  It takes trust on multiple levels.

Trusting that Nature/evolution/the Divine/God/Goddess has created human beings capable of learning, capable of following their innate drive to learn, capable of making the important decisions in their lives.  It's trusting that nature got things right.

Trusting, as a parent, that you have the capability (and strength, ability, surety) to make the decision to take your kids out of school, or to never send them to school to begin with.  And trusting that your children are capable people, able to learn and grow guided by their innate desire to explore the world around them. 

Trusting yourself, as someone who is themselves of an age to be in compulsory schooling, to have the insight, foresight, strength and ability to take the leap of leaving school, or if your parents made that decision at an earlier point for you, trusting that you really have always been and continue to be capable of controlling your own learning, "education," and life.

Trust is hard, and learning to trust yourself is a continuous journey, full of learning and re-learning your own strength and capability, while learning to accept weaknesses and mistakes.  A great strength of unschooling is, I believe, the gift of being confident in the innate ability of children to learn.  Giving them trust.  And in so doing, breaking a cycle of teaching dependance on authority, breaking the cycle of teaching children that they're incompetent and incapable of having a major say in their own lives. 

I believe unschooling can really help in allowing people to develop confidence in their own power.

At the same time, though, unschoolers are of course just people, and unschooling doesn't erase the influences of the rest of this culture, or fundamentally change the fact that everyone, no matter their upbringing or education, has insecurities and worries and problems with trusting their own judgement.  I never went to school (I don't count kindergarten), yet that doesn't stop my insecurities!  And it doesn't stop me from wondering on a regular basis if I am trustworthy, if I really am capable of making the best choices for myself.

It helps though, having had so much trust for so many years.  It helps being able to look at all the things I've learned and accomplished, by my own initiative and in my own time. 

So, unschooling is really about trusting.  Trusting Nature, trusting your kids, trusting yourself.  It won't be perfect, but as long as that core of trust remains, I'd say unschooling works out pretty damn well.

Guest Post: You Can Unschool with Limited Resources by Sara Schmidt

A big thanks to Sara for sharing her experiences here!  Enjoy, and think about sharing your own stories in the comments section.

I am broke. But I can still unschool.

One of the most common misconceptions about homeschooling and unschooling is that you have to be wealthy to do so. I actually do get this comment from both parents of children who attend public school as well as some curriculum-using homeschoolers, many of whom are quite well off and do not seem to understand if we cannot afford an expensive field trip or microscope.

This idea, however, is a bit ironic to those of us who consider homeschooling something of an ancient practice, the way all humans learned until the development of compulsory schools—which, in America, was only around 100 years ago. How on earth did our ancestors learn anything, I always want to respond, when they were too busy working the fields, caring for one another, doing chores, and, well, living every day? Funny how literacy rates were higher back then, too. 

But I digress. Of all of the unschoolers I know, many of them are in the same boat I am in. I was laid off in 2008, followed by my husband’s layoff last year. Together we went from an income of about $65,000 to one that was, until this month when he got a new job, under $18,000. This was very difficult (and still is, as we pay off debts such as student loans) and we have had to make a lot of cuts, but we are still quite happy and healthy—and we still unschool.

You don’t need any additional funds to unschool (or homeschool, really; if you want to use a curriculum, there are several free ones available). Unschooling is simply living with your child every day, allowing him or her to make his or her own decisions. No additional materials or programs are required; only your time and attention, if that. Unschoolers rely on experiences rather than overhead projectors and expensive curriculum sets. And now, with the Internet easily at your fingertips, there’s really not much you cannot learn.

Even so, many of us unschoolers don’t believe that money is all that valuable. Gasp! There, I said it. Sure, we need it for food and electricity and other essentials, but we don’t usually buy a lot of the same things our neighbors do—multiple cars or cellular phones, televisions, video games, cable, whatever. We do a lot of secondhand shopping (my daughter enjoys yard sailing very much!) and we buy what we need, usually nothing more. 

Our values tend to reflect this as well; indeed, our definition of success is does not include how much money or how big of a house you have, but how happy and healthy you are, how meaningful your life is to you, and how kindly you treat one another and the earth itself.

I am lucky enough to work from home, and my husband works very early morning shifts so we can both usually be with our daughter; but I know unschoolers who take children to work, swap childcare with other unschoolers, or even utilize a good childcare program for part of the day while they make their living. Your child is going to learn no matter where he or she is or what he or she is doing, so why worry? There are so many options available to you if you just look outside the box a bit—which is, of course, what unschooling is all about!

Please do not get me wrong: there is absolutely no reason for you to feel guilty if you absolutely cannot unschool due to finances and a need to work very long hours. So please don’t feel guilty! But that might not have to be the end of the story for you, either. If money and/or childcare are the only things standing between your family and unschooling, see if you can come up with a solution. Try brainstorming with other unschooling or homeschooling friends (or on this blog!) and with your family and maybe you’ll be able to come up with a creative way of life that is unique to your own family’s needs—one that will allow you to live life the way you always wanted to. 

(A note from the blog owner: just a reminder to please be respectful in the comments.  Each person is the expert on their own life, so if someone says they really can't unschool, please respect that!  Of course, if people are asking for suggestions in how to make unschooling work for them, that's something entirely different.) 

Sara Schmidt is an unschooling mom, writer, artist, activist, and intermittent graduate student from Missouri. The former editor of YouthNoise, she has written for The Whole Child Blog, Teaching Tolerance, The Institute for Democratic Education in America, BluWorld, Ecorazzi, and dozens of other blogs, printed materials, and nonprofit organizations.

Guest Post: The Future of Unschooling by Jeff Landale

I found this post to be very relevant personally, as when I received it a couple of nights ago I was in the middle of writing in my unschooling book about how we present unschooling, and how I feel we often sell it short, in not recognizing how much of a truly radical impact it could have...  I feel that Jeff really illustrates some interesting and important points here, and I hope you like this post as much as I do!

The New York Times had an article it published earlier this year, titled “After Home Schooling, Pomp and Traditional Circumstances”, which, in my mind, illustrated a few of the dangers alternative education movements can encounter as they grow, and also some roadblocks to a greater role these movements can take in transforming the world. The article describes 26 Floridian homeschoolers participating in a graduation ceremony, saying that “just as more home-school families now join co-ops offering weekly field trips and chemistry labs or use the local public school for sports, band or a class, so too do many of them embrace all the trappings of graduation season.” While I don’t want to deny parents the joy of seeing their child participate in a ritual marking their entry into the world (especially given the overall lack of rituals we have in our world), I hesitate when I see alternative education taking the same path that alternative music took in the 90s: a different surface aesthetic, but fundamentally following the same model as what it was ostensibly supposed to be an alternative to.

The article describes how each graduate was given a “Certificate of Completion”, speeches were given, photographs were taken of the graduates in gowns and those square hats with the tassels, so that the homeschoolers can say “I graduated, just like everybody else.” Homeschooling, for these homeschoolers and their parents, seems to be a way of schooling, just by other means: parents instead of teachers, a graduation at the zoo instead of the gymnasium, and so on. By wanting to participate in the cultural touchstone of a graduation ceremony, these homeschoolers are still allied to the ethos of school. There is thus only a superficial rejection of schooling, because the school is simply reconstructed at home. For the students and parents, this can make a huge difference in their lives, but structurally things are the same. Homeschooling, in this way, is a private affair, and a private decision, with no implicit or explicit social ramifications.

While this article does not make a big deal about the pros and cons of homeschooling (Will they be socialized? Will they have friends? How will they live in the real world? Will they learn anything?), it does open up the possibility that these questions are increasingly becoming an irrelevant distraction for people interested in truly radical alternative modes of education. If homeschoolers spend so much time and effort imitating the rituals, structures, symbols, and outcomes of industrialized compulsory education, if homeschoolers work hard to be able to answer the mind-numbing litany of inquiries into the success of homeschooling, then homeschooling itself will be nothing more than school outside of the school building.

And this is where Unschooling comes in. Unschooling runs the same risk of becoming superficially different while structurally similar to the forms of education and learning which we are aiming to break free from. Unschooling as a pedagogical philosophy has the advantage of being able to differentiate itself from both industrial schooling and homeschooling, but only if it differentiates itself critically, and not merely superficially. What are the structural changes we want to see in our lives as a result of Unschooling? What kind of relationship do we want with learning? What are the social changes that would inevitably result from Unschooling, if the logic of the philosophy was allowed to unfurl itself completely?

Writers like John Taylor Gatto (Dumbing Us Down) and Ivan Illich (Deschooling Society) showed not only how schooling damages individuals, but also how it supports so many of the oppressive and exploitative aspects of our society. If we find ourselves engaging in radical modes of alternative education which don’t inherently challenge and disrupt crucial aspects of the world, then we should be concerned that we are actually reproducing the same structures which Unschooling was originally supposed to allow us to escape from. Thus, rather than having Unschooling be that thing which isn’t school or homeschooling, we should have Unschooling be something which, while growing out of critiques of industrial schooling and its sibling, homeschooling, defined in terms of what it allows us to become, and how it allows us to change the world. And this means that in a lot of cases, we should simply disengage from conversations with Unschoolers and with all of those annoying talking heads on TV who ask over and over again whether Unschooling will create the same sort of individuals as school does (except smarter, and harder working, or whatever). With the legal status of Unschooling being mostly settled in the United States and Canada, now might be the time to stop reassuring others and ourselves that Unschooling won’t screw up lots of kids, and start focusing on how self-directed learning can lead to, and be a part of, much broader social movements throughout the globe.

Jeff Landale is an elementary school drop out currently studying Politics and Classics at Simon's Rock College in scenic Great Barrington, Massachusetts. Ostensibly, he is writing an undergraduate thesis on Unschooling and its role in emancipatory struggles, but in reality he spends his time thinking about Indian food. He can be reached at jefflandale@gmail.com

Review of A Rule is to Break: A Child's Guide to Anarchy

I received this book from the author and illustrator free of charge, but I am not receiving any other type of compensation for writing this review.

It's always exciting getting books in the mail. I always eagerly rip through the packaging, quickly finding a comfy (or less-than-comfy if I'm in a particular rush) place to settle down to rifle through the pages if it's a longer book, and simply read straight through if it's a shorter one.

A Rule is to Break: A Child's Guide to Anarchy by John Seven and Jana Christy Seven, being a picture book, I read reasonably quickly, though I did take a bit of time on each page to fully admire the wonderfully charming artwork.  I've long admired Jana's art, how gorgeous and organic it feels, the colours and textures and style... It's just lovely!  And this book was no different.

Well, not when it comes to the good artwork, anyway.  In other ways, it is VERY different from any other children's book I've read! 

Many (I think it's fair to say most) children's picture books are thinly disguised morality tales, and when not outright morality tales, are still strongly pushing and presenting the norms and expectations of the dominant culture.  Not particularly surprising, really, considering that the writers of most children's books, like most people, are very firmly enmeshed in the dominant culture. And really, doesn't everyone know that children should listen to their parents and teachers, follow all the rules, behave "well," etc.?

John and Jana, unschooling parents themselves, present a very different view in A Rule is to Break, saying on their site "children are natural masters of anarchy, but are too often unaware of the power they wield in their cute little hands, and too seldom encouraged by grown-ups to figure that out!  In A Rule Is To Break: A Child’s Guide To Anarchy that determined little devil girl Wild Child wages her own one-girl rebellion against the stifling world of adults who just want her to behave! And she brings her friends along!"

With advice from "ignore school and read books! Use your brain." and "forget about grocery stores and get dirty in your garden!" to sillier but no less engaging pages urging you to "hug the ugliest monster you can find!" this book is definitely not your run of the mill children's book.  And I love that!  Because what this book really feels like is that it's simply celebrating childhood: the joy, the wonder of discovery, the spontaneity and strong emotions (one page reads "go ahead and get stompy!" with an obviously angry/frustrated Wild Child expressing her emotions in the form of stomping). 

I also appreciate that though identified as a girl by the authors, there's nothing in either the Wild Child's dress or behaviour that conforms to any gender expectations. She's just a kid who likes doing things her own way!

So there you have it.  If you hadn't already gotten that impression, I definitely recommend this book.  I've been bringing it with me on the various trips I've been on in the late summer/early fall, to show to anyone I think might be interested, and have been getting LOTS of positive responses to it!  So if you want to buy it, you can find out how to do so here, OR you can download it for free here!

I hope that you, and any children in your life, appreciate this book as much as I did.

Unschooling: Are We Teaching Ourselves?

Virtually every time unschooling is covered in the media (such as the newest segment on MSNBC's Today Show) people, either in the segment itself or in the comments, refer to unschooling as an educational "method" where kids "teach themselves."  And that's always struck me as being way off the mark.  Unschooling isn't about unschoolers "teaching themselves": it's about unschoolers choosing how and what and with whom they want to learn.

The world is big, and we're constantly learning.  Sometimes the learning happens when you're alone, sometimes with just one other person, sometimes in a large group.  These are just a few ways that unschoolers can and do find knowledge and learning:

The internet and books.  Here is a way that could be considered "teaching yourself."  Looking up things you're interested in on the net, reading books on the subject...  Yet even that isn't necessarily an all-by-yourself thing.  Sometimes someone will read something out loud to me that they think I might be interested in.  I regularly share article links and in turn have people send me links.  I interact with people and learn from them on the internet quite often.  I visit the library or a second-hand bookstore with family and friends, and we share the interesting books we find. 

Classes and lessons.  I know, shocking, isn't it?  But Unschoolers do actually take classes sometimes!  My sister takes Ninjitsu and has music lessons.  I've gone to various classes in the past.  Many unschoolers do, because sometimes, they're just the best or easiest, most interesting or fun way to learn something new, improve a skill you already have, or just enjoy learning along with a bunch of other people!

Workshops.  I could have included workshops with classes, I suppose, but I wanted to put this separately because I feel like most of the time, workshops  have a different feel from classes: they're more horizontal, rooted in the community, have less of a here-is-an-expert-teaching-us-stuff and more of a here-is-a-member-of-the-community-sharing-knowledge feel.  In case you couldn't guess, workshops are one of my favourite ways to learn with others, share knowledge, have great discussions, and meet new people.

Mentors.  My sister's Ninjitsu instructor and drum teacher are both most definitely mentors.  They're people she's friends with, people she respects, and people she learns a lot from (and as in all healthy relationships, no matter the type, I imagine they learn from her, as well).  Mentors can be found through formal things like classes, as well as informally, through your community or extended social network.  But no matter how you find them, people who are passionate and knowledgeable about something (be they accredited teachers or not), and are happy to share that knowledge and experience with others, can be a really wonderful way to learn.

Talking to people.  Everyone has skills and knowledge and things to share.  If you simply talk to people--friends, family, acquaintances, strangers--you learn a lot about a lot of different things.

The whole damn world.  I think that when people are first learning about unschooling, it can be helpful to point out specific ways to find knowledge and gain skills, but when it really comes down to it, learning is everywhere.  Whether walking in the woods, reading a book on architecture, going to Spanish class, talking to a friend, or contemplating clouds, learning is happening.  And I think that's one of the biggest paradigm shifts people make as they move towards unschooling: seeing that learning happens everywhere, all the time, not just between certain times in the day, or when engaging in certain activities.

Occasionally (really, it doesn't happen often), I've heard people say that they think that children are fine growing up with only their family unit around them: that all that kids need is a stable, loving family, and I definitely disagree with that.  While I think family is/can be extremely important, humans are social animals, and I believe having a wider community is also extremely important (and I also want to acknowledge that for some people--children and adults--who do not have any family, or whose family is not loving or supportive, people from their community are the most important people in their life).  So I think that by looking at unschooling as something done by a child, alone, that's really inaccurate, and misses out on what I think can be one of the best things about unschooling: the fact you're living in the actual world, interacting with lots of different people, learning and discovering within your family, and within your community. 

So, sometimes unschoolers learn on their own.  Sometimes they don't.  Some unschoolers spend more time learning with others, some unschoolers spend more time learning alone.  But overall?  Unschooling definitely isn't about only ever "teaching yourself"!

Breaking News: Unschoolers Not as Good at School as Schooled People

Seems there was a study that came out a few weeks ago, which came to the conclusion that unschooling does not "work" as well as either schooling or structured homeschooling.

I realize I'm a little late on addressing this one, considering it's a study that was published in early September, so has already been blogged about pretty extensively, but with how little time I've spent at home (or at the very least in my home city--my family is currently staying in an apartment while some major repairs/renovations are going on at our house) in the last month (I've been in Ontario, New Hampshire, Vermont, and Maine) this is the first time I've been able to get around to it!

I'd suggest reading the whole press release, though I find these parts especially relevant:

"The investigation compared 74 children living in Nova Scotia and New Brunswick: 37 who were homeschooled versus 37 who attended public schools. Participants were between 5 and 10 years old and each child was asked to complete standardized tests, under supervision of the research team, to assess their reading, writing, arithmetic skills, etc."


"The study included a subgroup of 12 homeschooled children taught in an unstructured manner. Otherwise known as unschooling, such education is free of teachers, textbooks and formal assessment.

'Compared with structured homeschooled group, children in the unstructured group had lower scores on all seven academic measures,' says Martin-Chang. 'Differences between the two groups were pronounced, ranging from one to four grade levels in certain tests.'
Children taught in a structured home environment scored significantly higher than children receiving unstructured homeschooling. 'While children in public school also had a higher average grade level in all seven tests compared with unstructured homeschoolers,' says Martin-Chang." 

Upon reading that, a couple of things immediately come to mind:

1. The method of judging "success" that was chosen was standardized tests.  Schooled kids and schooled-at-home kids practice tests all the time.  They get good at taking tests, because they take tests.  Young, unschooled children who are not used to tests obviously will not be as good at taking tests, regardless of how much knowledge they have in the areas they're being tested on.  Unschoolers don't generally aim to be "successful" by being good at tests: they aim to be successful by being good at living life!
2. Unschoolers learn on their own timeline.  The children in this study were between 5 and 10, and were being tested on the things the educational system has decided should be known at age 5 or age 7.  I couldn't even read until age 8 or 9, so if I had been tested at age 7 or 8, I would have been way below "grade level." However, that doesn't seem to have harmed my ability to read now...  I don't really agree with using standardized testing as a way to judge achievement and success at all, but even just going with those by-grade-level tests as a way to meassure such things, I feel that were the study to instead look at teenagers, say, between 14 and 18, the results likely would have been quite different...
3. The definition of unschooling that was used seems less than accurate.  No teachers or textbooks?  As I've said before, unschooling doesn't have to mean unstructured.  It just means that unschoolers have the freedom to choose more or less structure.  So if (rather unsurprisingly) the authors of the study--the ones separating the children involved into different categories--don't even know what unschooling is, it doesn't seem that that separation will be very accurate. 

I also take issue with the fact that one of the professors overseeing the study notes that this is one of the first "nonpartisan" studies to compare school, homeschooling, and unschooling, when as Wendy Priesnitz points out, an academic institution, using the tools and criteria of an academic institution, is reviewing academic institutions (like schools), it's hardly nonpartisan.

Of course, the author of the study also had to throw in a little comment about how structured homeschooling may provide academic success, but that school is an important place for socialization.  I don't think I even need to add any comments to that one.

This study joins the many other studies showing that homeschoolers do better on standardized tests than do schooled kids, which isn't really surprising.  And I don't personally feel that yet another study saying so adds anything to the home education movement as a whole.  We already know that, and personally, I'm just tired of standardized tests being held up as the one and only sign of success for children and teens.  Instead, I worry that, as flawed as the methods in this study are, it will add fuel to the fire of disapproval directed at unschoolers, both from society at large and from within the home education community.


And all of this just brings me back to a question that seems to keep coming up in my life lately: what, exactly, constitutes success?  If you're using test scores as your criteria, then those 12 young unschoolers who participated in the study are failures.  But if your criteria are different, if instead you're looking--actually looking, not just marking tests and studying at a distance--for things like passion, joy, involvement, curiosity, excitement, learning, then I'm quite sure your results are going to look very different.

And really, which one would you prefer?

Against the Current: Talk from the Toronto Unschooling Conference

I just arrived home yesterday from the Toronto Unschooling Conference, which was a truly lovely weekend.  Talking to lots of cool people, hanging out and just relaxing...  And, of course, presenting a talk.  Being the perfectionist that I am, I still have some feelings of oh, I should have written the talk sooner.  I should have practiced it more.  I should have spoken slower.  But honestly?  Overall I'm pretty happy with how it went!

It really is too long for a blog post, yet unlike last year's talk, I really don't feel like this one can be broken up into multiple posts.  So, I shall simply post it all despite it's length, with a "read more" option so people who aren't interested don't have to scroll forever to get to older posts...  So, here it is!

Against the Current

Introduction

When I was six, I went to a street fair with my mother.  My little sister was probably there, too.  There were booths, from different companies and organizations, as there are at every street fair I’ve ever been to.  One of them was about the meat industry—it was probably PETA—and I think that’s the first time my young self made the connection between those furry and feathery creatures I so enjoyed spending time with, and the food on my plate.  Right then and there, I decided I was no longer going to eat meat.

I don’t even truly remember this incident.  When I try and pull it up in my mind, all I get is the shadowy almost-memory of a story told so many times, you can almost see yourself there.  My mother is the one who always told me this story, until I got older and started repeating it myself to those who queried me in-depth about my dietary choices.

I didn’t stop eating meat right away.  As determined as I was at six, Chicken McNuggets and hot dogs proved too much of a temptation right up until I was eight and gave those up for good, too.

But the decision was made at six, the summer after my parents pulled me out of kindergarten, and looking back now, I feel like that was probably the first major decision I made in my life that went against the current.  It seemed like everyone else ate meat, but this was not something I wanted to participate in.  This is yet another time when I’m so grateful to have parents that supported such a decision, despite my young age.

Now, this isn’t meant as a morality tale.  Though I still don’t eat meat, I’m not interested in convincing people to change their diets, and that’s definitely not the point of this speech.

It’s just an interesting example of how making decisions counter to those of the dominant culture started early on in my life.

Just by virtue of unschooling, all of us here have made a radically different choice in how we live and learn than that of the mainstream.  Whether you chose to never send your kids to school, pulled them out later on, or decided yourself to leave school, it was a huge decision, likely accompanied by much soul-searching and thought.  Possibly also a large amount of reading and researching and discussion.  Maybe you just followed what felt right.  But whatever path lead you away from schooling, I’m sure the impact of that choice was felt in a profound way.

Yet as big a thing as unschooling is in our lives, sometimes I think it isn’t apparent to others just how very many choices we’re making differently in our day-to-day lives.  Not only does the unschooled child answer with a shrug and a “why on earth should I know that??” look when asked what grade they’re in, the unschooled parent winces when they hear a parent, as so often happens, threaten to leave their child (who is very much enjoying themselves sitting on the plastic pony in the mall) behind if they don’t come right now!  The unschooled parent likely doesn’t understand how parents can scold their children for getting dirty, or rejoice at the beginning of each school year, or if they do understand, they shake their head sadly at their memories of a less enlightened time.

As an unschooling teen, one may make sympathetic noises when their friends complain about being grounded yet again, while secretly just not getting it.  Not allowed to go anywhere?  Why would parents do that?  And why are they listening, anyway?  Can’t they just… walk out?

Then there are the news stories on TV about back-to-school, the article in the paper about the importance of preschool in a child’s later “academic success”, the advertisement on the bus shelter about the failure a person will be if they don’t go to university…

In a hundred different ways or more, day by day, the society around us is telling unschoolers what they’re doing is wrong.

And that’s just unschooling.  If you’ve also made other different and radical choices in how you live, if your views on many other things are very different from the dominant culture, it gets even worse.

So how do you navigate in a world where you live so differently from those around you?  How do you find and maintain community?  How do you deal with the constant pressure to conform to the edicts of the dominant culture?  These are questions I think a lot about in my own life, and am continually attempting to answer.