Shadow Education and the Curriculum and Culture of Schooling in South Korea

Kim, Young Chun

doi:10.1057/978-1-137-51324-3

Cited by 82 publications

(42 citation statements)

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“…The efficiency of the school system improves by reaching the unreached and increasing access to education or developing learning outcomes through fostering competition (Watanabe 2015). Tutoring provides alternative functions of academic lessons and creates competition, which enhances social inequality and financial burden between poor and rich parents (Bray 2009;Bray and Lykins 2012;Entrich 2018;Kim 2016;Zhang 2013).…”

Section: Discussionmentioning

confidence: 99%

“…2 Parents' investments, family burden, and students' workload in private tutoring between parents holding financial burden and parents without financial burden. The situation was noted in various studies (Kim 2016;Kobakhidze 2018;Matsuoka 2015;Silova 2010) in which parents' investment determined disparity of access to tutoring between high-income and low-income groups. Tutoring might be a remedial strategy for low-performing pupils, but it raises a debate about parents' impressions concerning family financial burden.…”

Section: Discussionmentioning

confidence: 99%

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Learning in the shadows: parents’ investments, family burden, and students’ workload in Dhaka, Bangladesh

Mahmud

2021

Asia Pacific Educ. Rev.

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Privatization, marketization, investment, and competition of education have become a global phenomenon with significant implications. While research on demand and patterns of shadow education are increasingly available across the world, very little is known about the scope of parents' investments, family burden, and students' workload. This paper focuses on shadow education in Dhaka, Bangladesh. Shadow education is defined as fee-based private supplementary tutoring that replicates the official school system. The study conducted on shadow education uses an explanatory sequential mixed methods design with quantitative data from questionnaires of 354 participants, involving students and parents, and qualitative data from interviews of 24 participants, including students, parents, and teachers. The aim of this paper is to examine how parents' investments in their children's private tutoring create high expectations and competition that bring financial burden to families in a disadvantaged society. It addresses the experiences of students' workloads due to extra lessons of several subjects in a day, exam preparation pressure, and parents' and peer pressures in the desire not to lag behind. It shows how students deal with time shortages for workloads from extra lessons and deprive themselves of sports and social activities, which are part and parcel of being a mentally, emotionally, and physically healthy human being. The study draws on the theories of educational privatization, competition, investment, and capability approach, which are then associated with the research contexts of this paper.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Learning in the shadows: parents’ investments, family burden, and students’ workload in Dhaka, Bangladesh

Mahmud

2021

Asia Pacific Educ. Rev.

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“…In previous research, tutored students mainly reported gains in terms of knowledge (Kim, 2016), skills (Kwok, 2004;Nam & Chan, 2019), and attitudes (Hajar, 2018). Despite these initial empirical findings, existing research has not yet provided a clear picture of the experienced benefits of shadow education attendance, particularly because such benefits differ from student to student.…”

Section: Experienced Benefitsmentioning

confidence: 94%

A Place Between School and Home: Exploring the Place of Shadow Education in Students’ Academic Lives in the Netherlands

Jansen¹,

Elffers²,

Volman³

2020

Orbis Scholae

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Worldwide, the use of private supplementary tutoring, commonly referred to as shadow education, has become increasingly prevalent since the turn of the millennium. Recently, participation rates in the Netherlands have substantially increased. This paper aims to explore the place of shadow education in students' academic lives by studying the goals and experienced benefits that students identify. Data were collected through 37 semi-structured interviews with tutored students in secondary education in the Netherlands. Our findings indicate that students conceived of shadow education as a skill-building institution to which they turned to for self-study, to receive career support, and to boost their performance. Students' reflections reveal that shadow education builds upon and extends, but does not replace, learning activities at home and school. Based on our findings, we discuss how shadow education can function as a "third place" between school and home, occupying an increasingly prominent position in students' academic lives.

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“…I also thought about how long such a crucial part of Korean education had been silenced by Korean education researchers or distorted by existing research on this topic. Hakwon education, and shadow education in general, has really only been associated with "education fever" (Seth, 2002) in East Asian countries (Dawson, 2010;Y. C. Kim, 2016b;Majumdar, 2014;Nath, 2008 developing "vernacular language" (Shankar, 2004, p. 67) that best describes an indigenous phenomenon, such as hakwon education.…”

Section: Training Point Three: Postcolonial Sensibilitymentioning

confidence: 99%

“…Kim, 2006Kim, , 2013aKim, , 2013bKim, , 2013cKim, , 2016a and applying them to various aspects of Korean education. He has explored the nature of Korean schooling (Y. C. Kim, 1997), the lives of teachers and students (Y. C. Kim, 2005aKim, , 2005bKim, , 2011, multicultural education (Y. C. Kim, Hwang, Park, & Park, 2014), and "shadow" education, which is commonly called private supplementary tutoring (Y. C. Kim, 2008Kim, , 2016b Y. C. Kim & Kim, 2012…”

Section: Introductionmentioning

confidence: 99%

Becoming a Qualitative Researcher with a Postcolonial Sensibility in South Korea

Jung¹,

Kim²

2018

International Review of Qualitative Research

Self Cite

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It seems that qualitative research has spread worldwide as a new research method beyond the Western world. Despite the fact that qualitative research in South Korea developed not only quantitatively but also qualitatively, there has not been enough effort to find out how the South Korean researcher grows into a qualitative researcher compared with the Western researcher. In this article, we try to approach the experience of becoming a qualitative researcher in South Korea with an autoethnography method. As a result, the experience and process of becoming a qualitative researcher in South Korea can be considered in three themes: learning qualitative research skills though field work, learning writing skills, and cultivating a postcolonial sensibility. This article can provide not only a new perspective on qualitative research and the process of becoming a qualitative researcher in South Korea but also a postcolonial perspective by conceptualizing that.

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Shadow Education and the Curriculum and Culture of Schooling in South Korea

Cited by 82 publications

References 0 publications

Learning in the shadows: parents’ investments, family burden, and students’ workload in Dhaka, Bangladesh

Learning in the shadows: parents’ investments, family burden, and students’ workload in Dhaka, Bangladesh

A Place Between School and Home: Exploring the Place of Shadow Education in Students’ Academic Lives in the Netherlands

Becoming a Qualitative Researcher with a Postcolonial Sensibility in South Korea

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