Shadow Education as an Emerging Focus in Worldwide Curriculum Studies

Autor/inn/en	Kim, Young Chun; Gough, Noel; Jung, Jung-Hoon
Titel	Shadow Education as an Emerging Focus in Worldwide Curriculum Studies
Quelle	In: Curriculum Matters, 14 (2018), S.8-30 (23 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1177-1828
Schlagwörter	Tutoring; Curriculum Research; Educational Research; Academic Support Services; Educational Methods; Inquiry; Academic Achievement; After School Programs; Program Effectiveness; Home Visits; Internet; Private Agencies; Public Education; Cultural Influences; Foreign Countries; Hong Kong; South Korea; Japan; Singapore + Suchen Sie Ihr Suchwort? Förderkonzept; Nachhilfeunterricht; Curriculum; Research; Curriculumreform; Lehrplan; Forschung; Bildungsforschung; Pädagogische Forschung; Educational method; Erziehungsmethode; Schulleistung; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Hausbesuch; Öffentliche Erziehung; Cultural influence; Kultureinfluss; Ausland; Hongkong; Korea; Republik; Singapur
Abstract	Shadow education has been studied in areas such as comparative education, educational policy, sociology of education, education and economics, and lifelong education, but mainstream Anglophone curriculum studies have largely ignored this phenomenon. We argue that shadow education should be considered as an emerging (and significant) focus of curriculum studies worldwide and advance five approaches to studying shadow education as an object of transnational curriculum inquiry, including shadow education as historical/political text, auto/biographical text, critical text, ethnic text, and decolonising text. We argue that, because shadow education seems likely to expand, curriculum scholars should seek new understandings that might complicate and complexify both shadow education and mainstream curriculum discourses. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01