A 'Shadow Education' Timescape: An Empirical Investigation of the Temporal Arrangements of Private Tutoring vis-à-vis Formal Schooling in India

Autor/in	Gupta, Achala
Titel	A 'Shadow Education' Timescape: An Empirical Investigation of the Temporal Arrangements of Private Tutoring vis-à-vis Formal Schooling in India
Quelle	In: British Journal of Educational Studies, 70 (2022) 6, S.771-787 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gupta, Achala)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1005
DOI	10.1080/00071005.2021.2024137
Schlagwörter	Tutoring; Private Education; Foreign Countries; Ethnography; Time Management; Academic Support Services; Educational Practices; India + Suchen Sie Ihr Suchwort? Förderkonzept; Nachhilfeunterricht; Privatunterricht; Ausland; Ethnografie; Zeitmanagement; Bildungspraxis; Indien
Abstract	Private tutoring is a globally pervasive phenomenon. While scholars have explored the demand for and supply of private tutoring, how tutoring centres organise their services, and the role of temporality in this, remains underexplored. To address this gap in the scholarship, this article draws on ethnographic data, produced during 2014-15 in Dehradun (India), to discuss four aspects of a 'shadow education' timescape: how tutoring services are mapped onto the formal schooling structure (Mapping); how tutorial centres benefit from having more time to allocate to educational services over formal schools (Advantage); how tutorial centres diversify the nature of academic support they offer throughout an academic year (Diversity); and, how tutoring services accommodate changing schooling practices over time (Adaptability). This discussion unveils the specific ways in which the temporal facets of private tutoring help tutoring businesses "circumvent" the schooling system to secure their space "alongside" -- rather than by attempting to replace -- the formal institutions of education within the Indian educational landscape. Although this article is empirically grounded in India, the conceptualisation of "temporalities of private tutoring" it generates will be valuable to the investigations of organisational framings, structural arrangements and practices of tutoring provisions in other contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01