Modes and Trajectories of Shadow Education in Denmark and China: Fieldwork Reflections by a Comparativist

Autor/in	Zhang, Wei
Titel	Modes and Trajectories of Shadow Education in Denmark and China: Fieldwork Reflections by a Comparativist
Quelle	In: ECNU Review of Education, 4 (2021) 3, S.615-629 (15 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2096-5311
DOI	10.1177/20965311211042026
Schlagwörter	Cross Cultural Studies; Comparative Education; Tutoring; Costs; Educational History; Low Achievement; Personal Narratives; International Cooperation; Equal Education; Social Systems; Competition; Parent Attitudes; High Achievement; Private Education; Foreign Countries; Social Class; Advantaged; Corporations; Elementary Secondary Education; COVID-19; Pandemics; China; Denmark + Suchen Sie Ihr Suchwort? Cultural comparison; Kulturvergleich; Vergleichende Erziehungswissenschaft; Förderkonzept; Nachhilfeunterricht; Cost; Kosten; History of education; Bildungsgeschichte; Unterdurchschnittliche Leistung; Erlebniserzählung; Internationale Kooperation; Internationale Zusammenarbeit; Social system; Soziales System; Wettkampf; Elternverhalten; Privatunterricht; Ausland; Social classes; Soziale Klasse; Unternehmen; Dänemark
Abstract	Purpose: In the domain of shadow education (private supplementary tutoring), Denmark and China may be placed at opposite ends of a spectrum. Denmark has a recently emerged, small, and high-cost sector that mostly serves low achievers, while China has a more industrialized sector with a long history and economies of scale. The paper juxtaposes the two to shed light on each. Design/Approach/Methods: The article is a personal narrative of the author's research experiences. She grew up and had initial education in China before moving to the Nordic realm for 2 years. This provided a set of initial lenses, which were subsequently deployed in research partnership from her current base in China with colleagues in Denmark. Findings: The juxtaposition raises questions that might otherwise not have been asked and provides insights that might otherwise not have been gained. Danish families hesitate to use shadow education for advantages in the egalitarian society, in contrast to Chinese patterns that stress competition and achievement. These facets have implications for the modes of shadow education and even the names of tutorial companies. Originality/Value: The paper has a methodological value in addition to its substantive insights on the trajectories of shadow education in the two countries. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01