Responding to Uncertainty: Examining Hong Kong Parents' Perceptions of Private Tutoring through the Lens of Timescapes (Responder ante la incertidumbre: un análisis de las percepciones parentales de las clases privadas en Hong Kong a través de la lente de los cronopaisajes -- timescapes)

Autor/inn/en	Tsaloukidis, Alexandros; Kobakhidze, M. Nutsa
Titel	Responding to Uncertainty: Examining Hong Kong Parents' Perceptions of Private Tutoring through the Lens of Timescapes (Responder ante la incertidumbre: un análisis de las percepciones parentales de las clases privadas en Hong Kong a través de la lente de los cronopaisajes -- timescapes)
Quelle	In: Journal for the Study of Education and Development, 46 (2023) 4, S.844-878 (35 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kobakhidze, M. Nutsa)
Sprache	englisch; spanisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0210-3702
DOI	10.1080/02103702.2023.2243195
Schlagwörter	Tutoring; Parent Attitudes; Private Education; Distance Education; Social Differences; Access to Education; Foreign Countries; COVID-19; Pandemics; Ethnic Groups; Socioeconomic Status; Time Management; Risk; Mental Health; Parent Child Relationship; Hong Kong + Suchen Sie Ihr Suchwort? Förderkonzept; Nachhilfeunterricht; Elternverhalten; Privatunterricht; Distance study; Distance learning; Fernunterricht; Sozialer Unterschied; Education; Access; Bildung; Zugang; Bildungszugang; Ausland; Ethnie; Socio-economic status; Sozioökonomischer Status; Zeitmanagement; Risiko; Psychohygiene; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Hongkong
Abstract	This paper explores how parents in Hong Kong perceive the impact of the COVID-19 pandemic on the use of academic and non-academic private tutoring (PT) for their children, using a thematic analysis of interviews with 80 parents from diverse ethnic and socioeconomic backgrounds. We seek to understand the role of PT in parents' thinking about their children's learning and developmental needs in uncertain times, which foregrounds parents' temporalities in the face of disruption. We find that maintaining pre-pandemic PT levels was the most common attitude for almost half of the sample, followed by roughly similar groups of parents who increased or decreased their use of PT. Parental perceptions of the functions of PT converged on three main uses: mitigating the effects of schooling disruptions, making productive use of newfound free time and providing a sense of normality. Using a timescapes lens, we identify temporal elements in how PT factored into parents' experiences and perceptions of managing "gained" and "lost" time, adapting to remote learning, avoiding health risks and reflecting on inequalities during the COVID-19 pandemic. [Translation from Spanish by Mercè Rius.] (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01