Modes and Trajectories of Shadow Education in Denmark and China: Fieldwork Reflections by a Comparativist

Abstract

Purpose In the domain of shadow education (private supplementary tutoring), Denmark and China may be placed at opposite ends of a spectrum. Denmark has a recently emerged, small, and high-cost sector that mostly serves low achievers, while China has a more industrialized sector with a long history and economies of scale. The paper juxtaposes the two to shed light on each. Design/Approach/Methods The article is a personal narrative of the author's research experiences. She grew up and had initial education in China before moving to the Nordic realm for 2 years. This provided a set of initial lenses, which were subsequently deployed in research partnership from her current base in China with colleagues in Denmark. Findings The juxtaposition raises questions that might otherwise not have been asked and provides insights that might otherwise not have been gained. Danish families hesitate to use shadow education for advantages in the egalitarian society, in contrast to Chinese patterns that stress competition and achievement. These facets have implications for the modes of shadow education and even the names of tutorial companies. Originality/Value The paper has a methodological value in addition to its substantive insights on the trajectories of shadow education in the two countries.

Research on the evolution and improvement of China’s shadow education governance policy from the perspective of multiple streams theory

“…The reason behind this is the differences in parents’ education and income, which directly affect their investment in shadow education ( Jansen et al, 2021 ). Compared with China’s emphasis on competition and achievement models which sustains the prevalence of shadow education, Danish families are unwilling to use shadow education to gain advantages in an equal society ( Zhang, 2021 ).…”

Shadow Education in the Nordic Countries: An Emerging Phenomenon in Comparative Perspective

“…Next, Zhang (2021) presents an unusual and illuminating comparison of patterns in Denmark and China. These, she says, represent two extremes not only in scale but also in culture and history.…”

“…Drawing on the theory of marketization developed byÇalişkan and Callon (2010), the authors explore how this new tutoring market takes shape as an assemblage involving a variety of agents. While different from the homework support model, this form of private tutoring raises similar questions about the future of Nordic egalitarianism and universalism.Next,Zhang (2021) presents an unusual and illuminating comparison of patterns in Denmark and China. These, she says, represent two extremes not only in scale but also in culture and history.…”