Abstract

If school attendance is important for social integration, then a particular out of school practice like home education could possibly represent a threat to social integration. The findings of a Norwegian research project that surveyed socialization among Norwegian home educated students from different regions are presented and discussed using socialization theory and a theory of cultural order. Among the conclusions are the following: Pragmatically motivated home educated students are often socially well integrated. Religiously motivated home educated students that hold values distant from the values of society are not necessarily socially isolated. With more openness and more communication between society and home educators home educated students could meet criteria for social integration even more so than is presently the case