The experience of adults who were “unschooled”: A phenomenological approach
This study uses a phenomenological approach to gain a better understanding of the effects of unschooling on children (now adults) in Quebec, drawing on in-depth non-directive interviews to gain insight into their educational experience, their families and their views of the world. Some of the information gathered supports the findings of previous studies in respect to self-education, the use of information technologies, the development of interests and participation in support groups; other data suggests limitations in learning to persevere, pursuing complex learning objectives, school integration and assessment. The participants also discussed family conflicts, parental control, neglect and how the experience has affected their views of society, work, the school system and the role of the state in education.