Conceptualizing Shadow Curriculum: Definition, Features and the Changing Landscapes of Learning Cultures

Autor/inn/en	Kim, Young Chun; Jung, Jung-Hoon
Titel	Conceptualizing Shadow Curriculum: Definition, Features and the Changing Landscapes of Learning Cultures
Quelle	In: Journal of Curriculum Studies, 51 (2019) 2, S.141-161 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jung, Jung-Hoon)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0272
DOI	10.1080/00220272.2019.1568583
Schlagwörter	Educational Practices; Academic Achievement; Supplementary Education; Foreign Countries; Learning Processes; Curriculum; Curriculum Research; Tutoring; Private Education; After School Programs; Intelligent Tutoring Systems; Educational Needs; Competition; Individualized Instruction; Elementary Secondary Education; South Korea + Suchen Sie Ihr Suchwort? Bildungspraxis; Schulleistung; Ergänzungsunterricht; Ausland; Learning process; Lernprozess; Curricula; Lehrplan; Rahmenplan; Curriculum; Research; Curriculumreform; Forschung; Förderkonzept; Nachhilfeunterricht; Privatunterricht; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Intelligentes Tutorsystem; Educational need; Bildungsbedarf; Wettkampf; Individualisierender Unterricht; Korea; Republik
Abstract	This article presents a new conceptualization of 'shadow curriculum', one component of the worldwide phenomenon of shadow education, i.e. learning outside of school. Traditional conceptions of curriculum are not applicable to shadow education, and so this article begins by exploring how shadow education practices qualify as a new focus of curriculum studies. Based on existing scholarship and our own field experience in South Korea, we propose that shadow curriculum can be defined as supplementary curriculum out of schooling provided by educational business industries that are aimed for individual students' academic success in formal education. The following discussion explores the characteristics of shadow curriculum and shows that incorporating shadow curriculum as a new area of focus in the field of curriculum studies can broaden existing understandings of student learning and the concept of curriculum. Our hope is that this discussion will open a new intellectual space for analysis of the complex phenomenon of shadow education within the field of curriculum studies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01