"Läxhjälp" as Shadow Education in Sweden: The Logic of Equality in "A School for All"

Autor/inn/en	Forsberg, Eva; Hallsén, Stina; Karlsson, Marie; Bowden, Helen Melander; Mikhaylova, Tatiana; Svahn, Johanna
Titel	"Läxhjälp" as Shadow Education in Sweden: The Logic of Equality in "A School for All"
Quelle	In: ECNU Review of Education, 4 (2021) 3, S.494-519 (26 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Forsberg, Eva) ORCID (Hallsén, Stina) ORCID (Bowden, Helen Melander)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2096-5311
DOI	10.1177/2096531120966334
Schlagwörter	Tutoring; Governance; Equal Education; Homework; Private Education; Policy Analysis; Educational Policy; Academic Achievement; Foreign Countries; Epistemology; Video Technology; Self Concept; Social Systems; Educational History; Teacher Attitudes; Student Attitudes; Elementary Secondary Education; Sweden + Suchen Sie Ihr Suchwort? Förderkonzept; Nachhilfeunterricht; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Hausaufgabe; Privatunterricht; Politikfeldanalyse; Politics of education; Schulleistung; Ausland; Erkenntnistheorie; Selbstkonzept; Social system; Soziales System; History of education; Bildungsgeschichte; Lehrerverhalten; Schülerverhalten; Schweden
Abstract	Purpose: Taking läxhjälp/homework support in Sweden as a case, this article aims to further explore shadow education, especially as a pedagogical object from curriculum theory perspective. Design/Approach/Methods: Approaches including policy analyses, ethnomethodological work based on video-recorded interaction, and narratives have produced empirically grounded knowledge. We use examples from several substudies and analyze the reentry and regulation of supplementary education and how tutors and tutees interact in tutoring settings and negotiate identities in läxhjälp as well as the relation to regular schooling. Findings: Läxhjälp is conditioned by the logic of equality and changes in the governance of läxhjälp. The proliferation of different kinds of tutoring practices provided by various organizations calls for a broad definition of shadow education. With curriculum as boundary object, equality and academic success are foundational. Different settings and spatiotemporal arrangements affect modes of interaction, distribution of epistemic authority, and negotiations of identities. Originality/Value: With Sweden as a case, it is possible to explore shadow education in a new context, the Scandinavian welfare state, and its history of comprehensive education. Moreover, ethnomethodological interaction and narrative studies and curriculum perspectives are seldom employed within research on shadow education. A number of critical key boundary objects are identified. is conditioned by the logic of equality and changes in the governance of läxhjälp. The proliferation of different kinds of tutoring practices provided by various organizations calls for a broad definition of shadow education. With curriculum as boundary object, equality and academic success are foundational. Different settings and spatiotemporal arrangements affect modes of interaction, distribution of epistemic authority, and negotiations of identities. Originality/Value: With Sweden as a case, it is possible to explore shadow education in a new context, the Scandinavian welfare state, and its history of comprehensive education. Moreover, ethnomethodological interaction and narrative studies and curriculum perspectives are seldom employed within research on shadow education. A number of critical key boundary objects are identified. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01