In the academic literature, private supplementary tutoring is widely called shadow education because much of its content mimics that of schooling. The author of this paper wrote the first global study of the phenomenon, which was published in 1999 and set the agenda for much subsequent research. The present paper considers research emphases over the decades, noting strengths and gaps. Much initial and ongoing research has focused on economic and social implications of shadow education. Global, regional and national mapping has particularly highlighted cultural contexts and implications for social inequalities. However, inadequate attention has focused on pedagogical and psychological issues. Fitting the theme of the special issue of the journal in which the paper is included, the commentary gives particular attention to teaching, learning and development. It presents multiple levels of analysis to stress the value of, and relationships between, macro, meso and micro perspectives. The paper also highlights the value of quantitative, qualitative and mixed approaches for more complete understanding of dynamics in particular settings and suggests some specific themes for future research.
RESUMENEn la literatura académica, las clases particulares complementarias constituyen lo que se ha venido a llamar educación en la sombra, puesto que la mayoría de sus contenidos imitan los del sistema escolar convencional. El autor de este artículo realizó el primer estudio global de este fenómeno, con un libro publicado en 1999, y estableció la agenda para gran parte del esfuerzo investigativo ARTICLE HISTORY