With the realization of familial deschooling in Germany, the so-called
social movement of the, Freilerner' transgresses a taboo and is
therefore under enormous pressure to justify itself. Following on from
this, the reconstructive study asks what latent structures of meaning
underlie the subjective crisis scenarios about the schooling of children
and the ideal concepts of parents in the sense-giving justification of
the family deschooling practice. In the course of this, three types of
the justification for the familial practice of deschooling, namely
defending, charismatizing, and escaping, are empirically established. In
this way, the study not only makes an empirically based contribution to
a more reflective discourse on alternative educational practices, but
also pushes itself into a taboo zone of school pedagogy and educational
research in Germany. Because it addresses the school as a historically
consolidated, but not as an organization without alternatives for
learning and educational processes of children and adolescents.
