Visible Pedagogic Work: Parenting, Private Tutoring and Educational Advantage in Australia

Autor/inn/en	Sriprakash, Arathi; Proctor, Helen; Hu, Betty
Titel	Visible Pedagogic Work: Parenting, Private Tutoring and Educational Advantage in Australia
Quelle	In: Discourse: Studies in the Cultural Politics of Education, 37 (2016) 3, S.426-441 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0159-6306
DOI	10.1080/01596306.2015.1061976
Schlagwörter	Tutoring; Elementary School Students; Advantaged; Foreign Countries; Asians; Interviews; Middle Class; Competition; Teaching Methods; Parent Attitudes; Parent Aspiration; High Stakes Tests; Student Centered Learning; Selective Admission; Admission (School); College Admission; Family School Relationship; Australia + Suchen Sie Ihr Suchwort? Förderkonzept; Nachhilfeunterricht; Ausland; Asian; Asiat; Asiatin; Asiaten; Asiate; Interviewing; Interviewtechnik; Mittelschicht; Wettkampf; Teaching method; Lehrmethode; Unterrichtsmethode; Elternverhalten; Elternwille; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Bildungsselektion; Hochschulzugang; Hochschulzulassung; Zulassung; Australien
Abstract	This article explores parents' use of private tutoring services for their primary school children in Sydney, Australia's largest city. Using Bernstein's theories of invisible and visible pedagogies, we look, through the eyes of a small group of middle-class Chinese-background interviewees, at the tensions between certain pedagogic forms associated with private tutoring and schooling in contemporary contexts of educational competition. We show how some parents are openly seeking more explicit, visible forms of instruction through using private tutoring, to compensate for the perceived "invisible", pedagogically progressive approach of Australian primary schooling. We argue that these parents' enlistment of supplementary tutoring is a considered approach to their identification of a mismatch between (apparently) relaxed, child-centred classroom practices, and the demands of the more traditional examinations that regulate entry points to desired educational sites such as academically selective high schools and prestigious universities. Our findings show how paid tutoring is a contemporary pedagogic strategy for securing educational advantage, not just a "cultural" practice prevalent among certain migrant communities, as it is often characterised. We suggest that an analytic focus on pedagogy can help connect issues of class, culture and competition in research on home-school relationships, offering a productive way for the field to respond to the tensions these issues engender. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01