Equalising Schooling, Unequalising Private Supplementary Tutoring: Access and Tracking through Shadow Education in China

Autor/inn/en	Zhang, Wei; Bray, Mark
Titel	Equalising Schooling, Unequalising Private Supplementary Tutoring: Access and Tracking through Shadow Education in China
Quelle	In: Oxford Review of Education, 44 (2018) 2, S.221-238 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zhang, Wei)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-4985
DOI	10.1080/03054985.2017.1389710
Schlagwörter	Foreign Countries; Tutoring; Socioeconomic Influences; Equal Education; Mixed Methods Research; Educational Policy; Track System (Education); Elementary Secondary Education; Online Surveys; Questionnaires; Teacher Attitudes; Student Attitudes; Social Stratification; Ability Grouping; Interviews; Statistical Analysis; Qualitative Research; China (Shanghai) + Suchen Sie Ihr Suchwort? Ausland; Förderkonzept; Nachhilfeunterricht; Sozioökonomischer Faktor; Politics of education; Bildungspolitik; Leistungsgruppe; Leistungsdifferenzierung; Fragebogen; Lehrerverhalten; Schülerverhalten; Soziale Zusammensetzung; Homogene Gruppierung; Niveaugruppierung; Streaming; Interviewing; Interviewtechnik; Statistische Analyse; Qualitative Forschung
Abstract	The global expansion of mass schooling has greatly increased opportunities for low-income families, and governments have devoted much effort to equalising access and quality in education systems. Alongside regular schooling, the so-called shadow education system of private supplementary tutoring has grown rapidly across the world. The fact that rich families can purchase more and better quality shadow education undermines the achievements of increased equality of opportunities in formal schooling. Drawing on a mixed-methods study in Shanghai, China, the article shows how shadow education has offset school equalisation policies through differentiation of access and through sorting mechanisms. Shadow education occupies a space beyond strict government control in which privileged families and elite schools ignore and mediate the equalisation policies, seeking competitive advantages. Uneven access to shadow education and tracking within it shape, maintain, and exacerbate inequitable schooling experiences at individual and institutional levels. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01