Contributors to home school learning to participate in institutional reflexiveness
School actors mandated to monitor homeschooling are at the crossroads of normative, political and educational conflicts. They solve them by various practices: mutual understanding, agreement on disagreement, search for the child's interest and creativity, but also, negligence, abuse of power, protection of their professionality, incontestability and distrust. The reflexive governance theory offers a genetic training approach in order to support local actors’ participation ininstitutional reflexivity rather than to a form of resistance. Homeschooling supervisors from four Quebec school boards participated in a research-training process aimed, on the one hand, at experimenting an accompanied self-training framework; on the other hand, at modeling the learning process of participation in institutional reflexivity. At the end of the process, participants realized pragmatic learning and genetic learning, having shifted from a mandated executant posture to that of change agent. The learning process components and their conditions of success are described.