Homeschooling as a Threshold Space: Critical Reflections on Educational Relationships, Places, and Responsibilities

In this article, homeschooling is theoretically conceptualized as a “threshold space,” which transcends polarized views of homeschooling as merely an “alternative” educational approach, emphasizing a potential dialog between home- and institutional schooling. By situating homeschooling within this dynamic arena, the study invites critical reflection on educational relationships, spaces, and responsibilities, challenging entrenched assumptions about institutionalized education. Drawing on extensive field research in Italy, where homeschooling is legally recognized yet often marginalized, the article highlights how this educational choice serves as a generative force for reimagining education. By examining key issues, such as educational relationships, learning environments, and parental responsibilities, the research underscores the potential of homeschooling to illuminate and question the foundational norms of education, ultimately advocating for a more nuanced understanding of learning that embraces diversity and complexity. This work contributes to the cultural critique of education and promotes a systemic perspective on future educational practices.