ABSTRACT

Home education is becoming an important issue for education policy in almost every country across Europe. It should also be of potential interest to the geography of education which, however, has remained the domain of research to educational studies. Consequently, no studies currently compare the individual aspects of home education by looking for the geographical factors behind this phenomenon. This article sets out to present a current and comprehensive picture of the legislative frameworks regulating home education in all the countries of Europe and tries to identify their spatial context and conditions. It is based on a comparative content analysis of texts collected in an extensive literature review of more than 500 publications and documents. Promising areas for further, more in-depth geographical and educational research on this subject has been identified while various spatial patterns of country’s legislative framework on home education was discovered, like the unique position of Anglo-Saxon, Scandinavian, South-eastern and Central European countries, and factors like collapse of communist totalitarian regimes in the former Eastern bloc, spread of the individualising ideology of neoliberalism, the neolocalism reaction to the standardising effects of globalisation, the international immigration, and the success in the integration of immigrants.

摘要

家庭教育正在成为欧洲几乎每个国家教育政策的一个重要问题。它也应该对教育地理学有潜在的兴趣，然而，教育地理学仍然是教育研究的研究领域。因此，目前没有研究通过寻找这种现象背后的地理因素来比较家庭教育的各个方面。本文旨在全面介绍欧洲所有国家规范家庭教育的立法框架，并试图确定其空间背景和条件。它基于对 500 多份出版物和文件的广泛文献综述中收集的文本的比较内容分析。有前途的领域，