Social Legitimacy of Private Tutoring: An Investigation of Institutional and Affective Educational Practices in India

Autor/in	Gupta, Achala
Titel	Social Legitimacy of Private Tutoring: An Investigation of Institutional and Affective Educational Practices in India
Quelle	In: Discourse: Studies in the Cultural Politics of Education, 43 (2022) 4, S.571-584 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gupta, Achala)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0159-6306
DOI	10.1080/01596306.2020.1868978
Schlagwörter	Tutoring; Private Education; Educational Practices; Informal Education; Criticism; Foreign Countries; Teacher Attitudes; Tutors; Student Attitudes; Parent Attitudes; Correlation; Ethnography; Incidence; Secondary School Students; Teacher Qualifications; Teacher Effectiveness; Teacher Student Relationship; Teaching Methods; Indians + Suchen Sie Ihr Suchwort? Förderkonzept; Nachhilfeunterricht; Privatunterricht; Bildungspraxis; Informelle Bildung; Nichtformale Bildung; Kritik; Ausland; Lehrerverhalten; Förderlehrer; Lehrender; Tutor; Schülerverhalten; Elternverhalten; Korrelation; Ethnografie; Vorkommen; Sekundarschüler; Lehrqualifikation; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Inder
Abstract	While a growing body of research shows the prevalence of private tutoring in India, the ways in which these informal educational setups gain social legitimacy remains largely unclear. To redress this gap in the scholarship, this article investigates institutional and affective tutoring practices, in relation to formal schooling. It draws on the perspectives of tutors, school teachers, teacher-tutors, students and their parents, produced through an educational ethnography conducted in Dehradun (India) in 2014-2015. In so doing, this article shows that strategic adoption (adhering to formal education practices) and tactical deviation (diverging from typical schooling norms) are central to tutoring centres' attempt to project themselves as academically relevant and desirable spaces for teaching and learning. By offering a nuanced understanding of the interactions between formal (schools) and informal (tutoring provisions) educational institutions, it argues that private tutoring serves as a critique of formal schooling in the empirical context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01