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This article is about shadow education in Denmark. Based on qualitative interview data with families that purchase private supplementary tutoring, we analyse how this tutoring is related to child-rearing strategies in the families. With theoretical inspiration from Annette Lareau, we analyse the parents’ involvement in their children’s education as aspects of concerted cultivation. With the concept parentocracy, we shed light on the role parents’ wealth and wishes play in their children’s educational life. Finally, we look to contemporary educational youth research and the concept performance culture, to address implications such as stress, pressure, competitiveness, and a strong focus on grades among students in Danish upper secondary education.

Purpose: This article investigates the role of private supplementary tutoring in Denmark in light of the country’s pedagogical traditions in schools and leisure spheres. Design/Approach/Methods: Although tutoring activities are increasing, the phenomenon is not as prevalent in Denmark as in many other countries. In this article, we look in to the history of Danish pedagogy for answers as to why this is the case. In the analytical sections of the article, we include research on parental values of child-rearing, as well as findings from a pilot study on Danish families purchasing private supplementary tutoring, the public debate about private tutoring, and contemporary youth research. Findings: With a solid emphasis on democracy and equality in Danish pedagogy, the conditions for increasing private supplementary tutoring in Denmark have been challenged. However, a current focus on global competition, formal competencies, and higher academic performance among children and young people suggests that providers of private tutoring perhaps face a brighter future—also in Denmark. Originality/Value: This article addresses a new field of qualitative research on private supplementary tutoring in Denmark and may be a platform for further reflection and empirical research.

Denne artikel diskuterer hvorvidt det er muligt at forlade et adultocentrisk perspektiv i børne-og ungeforskningen. De seneste årtier har børne-og ungeforskere diskuteret, hvordan man kan få et grundigere indblik i børns og unges hverdagsliv og egne perspektiver. Denne artikel er skrevet som et bidrag til denne diskussion og kredser omkring en raekke metodologiske udfordringer vi har oplevet i mødet med unge informanter i forbindelse med et forskningsprojekt om unges forståelser af normalitet og tilhør i provinsen. Artiklen er disponeret i fire dele. Først diskuteres en raekke teoretiske perspektiver This article is downloaded from www.idunn.no.