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ERIC Number: EJ1180904
Record Type: Journal
Publication Date: 2016-Dec
Pages: 9
Abstractor: As Provided
ISSN: ISSN-0119-5646
When Whole-Person Development Encounters Social Stratification: Teachers' Ambivalent Attitudes towards Private Supplementary Tutoring in Hong Kong
Wang, Dan; Bray, Mark
Asia-Pacific Education Researcher, v25 n5-6 p873-881 Dec 2016
In many settings a perplexing scenario is unfolding in which school systems claim to move towards whole-person development while students and parents run in the opposite direction of narrowly defined academic achievement enhanced by private supplementary tutoring. Such tutoring is widely called shadow education because much of its content mimics that of regular schooling. It has long been clearly visible in Asia, and is now increasingly visible elsewhere. This study focuses on school teachers' perceptions of shadow education in the context of a flourishing sector that parallels and to some extent contradicts progressive education reforms. Drawing on 47 in-depth interviews with teachers from 12 secondary schools in Hong Kong, the research found ambivalent views towards private tutoring. This ambivalence reflected intrinsic contradictions between the educational ideals of whole-person development and the function of schooling in social stratification. Such tensions are likely to become increasingly evident elsewhere as commercialised forms of private supplementary tutoring expand.
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hong Kong
Grant or Contract Numbers: N/A