Learning to Live, Learning to Earn: Home and School Curricula in Dialogue
DOI:
https://doi.org/10.64428/rm/v6.i2.3Keywords:
Home Curriculum, Learning to Live, Learning to Earn, Live Experience, School CurriculumAbstract
This study explores the relationship between home and school curricula regarding learning to live and learning to earn. Education is a transformative process that supports the holistic development of students. Home and school are the two major spaces of learning, but the problem is that these are unbridged in terms of living and earning. This study is grounded in a qualitative approach, interpretative paradigm, and autoethnographic research design. The study employs researchers’ lived experiences alongside broader socio-cultural realities. Information was generated through narrative reflections and lived experiences and was analyzed by thematic analysis and theoretical interpretation techniques. The findings reveal that the home provides life-oriented competencies among children, such as cooperation, empathy, self-reliance, responsibility, and many more, through experiential learning and lived experiences. On the other hand, schools provide theoretical and rigid knowledge through a structured curriculum. The disconnection between home and school curricula has been creating confusion and disadjustment among students. The research concludes that the gap between home and school curricula creates many problems in the holistic educational system regarding living and earning. This research paper suggests that the need for an integrated and context-responsive curriculum that can bridge the home and school curricula regarding living and earning.
References
Ali, P. (2025). Skill-Based Education and Its Impact on Lifelong Learning and Career Advancement. International Journal of Innovative Science and Research Technology, 10(4), 1383-1388. https://doi.org/10.38124/ijisrt/25apr935
Aspin, D. N., & Chapman, J. D. (2011). Towards a Philosophy of Lifelong Learning. In Second International Handbook of Lifelong Learning (pp. 3-35). Springer. https://doi.org/10.1007/978-94-007-2360-3_1
Au, W. (2011). Teaching under the New Taylorism: High‐Stakes Testing and the Standardization of the 21st Century Curriculum. Journal of Curriculum Studies, 43(1), 25-45. https://doi.org/10.1080/00220272.2010.521261
Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological review, 84(2), 191. https://doi.org/10.1037/0033-295X.84.2.191
Bhat, A. N., & Javaid, S. (2024). The Education System in Ancient India: Philosophy, Pedagogy, and Practice. Historical Research Journal of History and Archaeology, 2(1), 22-36. https://hrjha.lexarcheus.com/storage/app/public/pdf/1748960599.pdf
Bhattarai, T. (2024). Incorporating Local Resources for Developing Skill-Based Education. Bhairahawa Campus Journal, 7(1), 56-68. https://doi.org/10.3126/bhairahawacj.v7i1.79946
Blandin, A. (2017). The Home/School Connection and its Role in Narrowing the Academic Achievement Gap: An Ecological Systems Theoretical Perspective. Journal of Research on Christian Education, 26(3), 271-292. https://doi.org/10.1080/10656219.2017.1386146
Boyne, G., Jenkins, G., & Pools, M. (1999). Human Resource Management in the Public and Private Sectors: An Empirical Comparison. Public Administration, 77(2). https://doi.org/10.1111/1467-9299.00160
Braithwaite, D. O., Foster, E., & Bergen, K. M. (2017). Social Construction Theory: Communication Co-Creating Families. In Engaging Theories in Family Communication (pp. 267-278). Routledge. https://doi.org/10.4324/9781315204321
Byers, T., Imms, W., & Hartnell-Young, E. (2018). Evaluating Teacher and Student Spatial Transition from a Traditional Classroom to an Innovative Learning Environment. Studies in Educational Evaluation, 58, 156-166. https://doi.org/10.1016/j.stueduc.2018.07.004
Cheng, M. M., Tang, S. Y., & Cheng, A. Y. (2012). Practicalising Theoretical Knowledge in Student Teachers' Professional Learning in Initial Teacher Education. Teaching and Teacher Education, 28(6), 781-790. https://doi.org/10.1016/j.tate.2012.02.008
Cranton, P., & Taylor, E. W. (2011). Transformative Learning. In the Routledge International Handbook of Learning (pp. 214-223). Routledge. https://doi.org/10.4324/9780203357385
Dada, A. M. (2024). Global Challenges in Cultural and Indigenous Education. Educational Perspectives, 3(1), 38-48. https://educationalperspectives.org.ng/upload_file/Adenike%202024.pdf
Dulal, D., & Mu, X. (2023). Informal Learning through Experiencing: Navigating Hands-on Skills, Environmental Consciousness, and Intercultural Communication Competence of Farm Volunteers in Finland Itä-Suomen Yliopisto]. https://erepo.uef.fi/server/api/core/bitstreams/f33ff38e-0198-4dd6-946a-6abd4f3c9dc3/content
Elfert, M. (2017). UNESCO’s Utopia of Lifelong Learning: An Intellectual History. Routledge. file:///C:/Users/salar/Downloads/10.4324_9781315278131_previewpdf.pdf
Fantinelli, S., Cortini, M., Di Fiore, T., Iervese, S., & Galanti, T. (2024). Bridging the Gap between Theoretical Learning and Practical Application: A Qualitative Study in the Italian Educational Context. Education Sciences, 14(2), 198. https://doi.org/10.3390/educsci14020198
French, V. (2002). History of Parenting: The Ancient Mediterranean World. Handbook of Parenting, 2, 345-376.
Friedman, B. A., Bobrowski, P. E., & Geraci, J. (2006). Parents' School Satisfaction: Ethnic Similarities and Differences. Journal of Educational Administration, 44(5), 471-486. https://doi.org/10.1108/09578230610683769
Ghaleb, B. D. S. (2024). Effect of Exam-Focused and Teacher-Centered Education Systems on Students’ Cognitive and Psychological Competencies. International Journal of Multidisciplinary Approach Research and Science, 2(2), 611-631. https://doi.org/10.59653/ijmars.v2i02.648
Knobloch, N. A. (2003). Is Experiential Learning Authentic? Journal of Agricultural Education, 44(4), 22-34. https://doi.org/10.5032/jae.2003.04022
Kolb, D. A. (2014). Experiential Learning: Experience as the Source of Learning and Development. FT Press. http://carleton-wp-production.s3.amazonaws.com/uploads/sites/313/2022/12/Experiential_Learning_Experience_As_The_Source_Of_-1.pdf
Kraemer, S. (1991). The Origins of Fatherhood: An Ancient Family Process. Family Process, 30(4), 377-392. https://doi.org/10.1111/j.1545-5300.1991.00377.x
Litzelman, D. K., & Cottingham, A. H. (2007). The New Formal Competency-Based Curriculum And Informal Curriculum At Indiana University School Of Medicine: Overview And Five-Year Analysis. Academic Medicine, 82(4), 410-421. https://doi.org/10.1097/ACM.0b013e31803327f3
Milner IV, H. R. (2013). Analyzing Poverty, Learning, and Teaching through a Critical Race Theory Lens. Review of Research in Education, 37(1), 1-53. https://doi.org/10.3102/0091732X12459720
Neiman, A. (2013). Pragmatism: The Aims Of Education And The Meaning Of Life. In Critical Conversations In Philosophy Of Education (Pp. 56-72). Routledge. https://www.taylorfrancis.com/chapters/edit/10.4324/9781315021430-8/pragmatism-alven-neiman
Patel, J. (2021). Education For Togetherness And Harmony; Learning And Teaching Through Lived Experiences. https://doi.org/10.17863/CAM.64123
Priestley, M. (2011). Schools, Teachers, And Curriculum Change: A Balancing Act? Journal Of Educational Change, 12(1), 1-23. https://doi.org/10.1007/s10833-010-9140-z
Rosenbury, L. A. (2006). Between Home And School. U. Pa. L. Rev., 155, 833. https://www.jstor.org/stable/40041328
Rybicki-Newman, M. (2024). An Exploration Of Qualitative Research & Social Transformation Via A Trauma Perspective: An Evocative, Analytic Auto-Ethnography. George Mason University. https://media.proquest.com/media/hms/PFT/2/oZMOb?_s=z4uOuRrfMEZBCjOaa0qXoNZsO90%3D
Väisänen, S., & Hirsto, L. (2020). How Can Flipped Classroom Approach Support The Development Of University Students’ Working Life Skills?—University Teachers’ Viewpoint. Education Sciences, 10(12), 366. https://doi.org/10.3390/educsci10120366
Verenikina, I. (2003). Understanding Scaffolding And The ZPD In Educational Research. https://hdl.handle.net/10779/uow.27706719
Wang, Q., & Langager, M. W. (2023). Curricular Flexibility: A Comparative Case Study Of Homeschooling Curriculum Adjusting In The USA And China. International Journal Of Comparative Education And Development, 25(1), 40-53. https://doi.org/10.1108/IJCED-06-2022-0047
Yu, F.-L. T. (2016). Outcomes-Based Education: A Subjectivist Critique. International Journal Of Educational Reform, 25(3), 319-333. https://doi.org/10.38124/ijisrt/25apr935
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Tekendra Kumar Mahatara
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
