The hidden curriculum in a hidden marketplace: relationships and values in Cambodia’s shadow education system

Bray, Mark; Kobakhidze, Magda Nutsa; Zhang, Wei; Liu, Junyan

doi:10.1080/00220272.2018.1461932

Cited by 53 publications

(56 citation statements)

References 24 publications

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“…Taking PT, although it may not always be visible (e.g. for Cambodia—Bray et al ., ; for the USA—Burch, ), is becoming a widespread phenomenon across diverse countries and constitutes a part of the pupils’ routine learning process. Based on the PISA 2012 assessment, Entrich () reveals that in 20 out of 64 countries (e.g.…”

Section: Introductionmentioning

confidence: 99%

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Private tutoring in a high socio‐economic secondary school in Israel and pupils’ attitudes towards school learning: A double‐edged sword phenomenon

Addi‐Raccah

2019

British Educational Res J

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Private tutoring (PT) is a widespread educational phenomenon that blurs the conceptual boundaries of public and private education and can affect the formal school system and teachers’ work. This study examined whether participation in PT and the estimation of private tutors’ contributions are related to pupils’ attitudes towards teachers’ effectiveness. Based on a questionnaire administered to all pupils (n = 855) from Grades 7 to 10 from one secondary school located in an affluent area at the centre of Israel (respondence rate, 83.2%), it was found that overall, there were few differences in students’ attitudes between participants in PT compared to those who did not participate in PT. However, among those who participate in PT, their attitudes towards school teachers are related to the distinction between the academic and social‐affective contribution of private tutors. When PT is related to academic spheres, it enhances positive attitudes towards school teachers and when PT is related to socio‐affective aspects, it increases criticism. The findings highlight the complex interactions of PT with mainstream education and emphasise the challenges school teachers face in view of the trend for more personalised learning approaches.

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Section: Introductionmentioning

confidence: 99%

“…As more affluent parents can provide PT compared to less affluent ones, PT can have implications for social inequality, as found in diverse countries (e.g. for Cambodia—Bray et al ., ; for other countries—Park et al ., ).…”

Section: Introductionmentioning

confidence: 99%

Private tutoring in a high socio‐economic secondary school in Israel and pupils’ attitudes towards school learning: A double‐edged sword phenomenon

Addi‐Raccah

2019

British Educational Res J

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“…As far as the macro environment is concerned, policymakers are put in a role required to strike a balance between the needs resulting from not only traditional examination-oriented Asian contexts [4,31] but also assessment emphasized Western settings like the United Kingdom [32][33] where there arises a trend in language education of excessive quantifications and measurability. Great demand from students and parents prompt most of educational institutions, both schooling and tutoring, to prioritize the high-stakes examinations in their curriculum design, which might make them overlook the importance of the pragmatic usage.…”

Section: Discussionmentioning

confidence: 99%

The Roles of Mainstream Schooling and Shadow Education in English Language Teaching: A Case Study in Hong Kong

Nam¹,

Chan²

2019

EDU

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In this article, the writers employ the Service Quality Gap Model to investigate a social phenomenon that has existed for decades but has taken off recently -Supplementary Education. Being a billion-dollar industry that reaches more than three quarters of students in prominent countries, it has a tangible influence on our education system. By comparing the first three stages of the model with interview recordings with students and teachers, the writer explores the differences between perceptions of the student and the teacher. In particular, the writer focuses on English language teaching, and will answer the following questions: does student motive for studying the language differ from what teachers and tutors think it is? Does teaching material conform to student expectations of what they will be learning? What different roles do traditional institutions and tutoring centres play specifically in ELT; in particular, are they positively supplementary to each other, or are they negatively contrastive and competitive in nature? Findings suggest the longer supplementary education has existed a place, the more likely it indeed is supplementary to formal education.

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“…William Pinar explains how this shift occurred almost by chance, at the I Conference held at the University of Rochester in 1973, launching the beginning of the movement of Reconceptualization of Curriculum Studies: "My PhD mentor, Paul R. Klohr, and I had planned the 1973 Rochester Conference as a "state-of-the-field" meeting; we did not foresee that it would initiate a decade of dispute that would result in the field mapped in Understanding Curriculum." [23] A new research object appeared in this emergent field of curriculum studies, born with the transition from the "curriculum development" to "understanding curriculum" [24]: rather than the explicit, formal and official curriculum [25], the attention turned towards the real curriculum, practised at school and including the hidden curriculum [26] that operates at the level of the unconsciousness, through messages transmitted in a surreptitious and insidious way by the school organization and its daily practices. And these messages were more difficult to deconstruct.…”

Section: The Theses Of a Castrating Curriculummentioning

confidence: 99%

Aiming at an Emancipatory Curriculum

Sousa¹

2019

EDU

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I start the article from my own experience of teacher training addressed to the "curriculum development", characteristic of technicist theories which dominated the last two decades of the twentieth century in Portugal, to contrast the "how to teach" movement with the new focus on "what to teach" brought to the field of curriculum studies by critical and postcritical theories. In fact, these theories have been responsible for drawing the attention of educational sciences to the issue of knowledge transmitted by the school without questioning it, i.e., only based on the simplistic view that "knowledge is knowledge". They accuse the curriculum disciplines and subjects of reinforcing social inequalities, due to this concept of abstract, standard and universal knowledge without considering the specific regional, local, individual and popular knowledge. This curriculum is viewed as if it was castrating the raw material arriving at school in order to better adapt it to the desired standards. As a curriculum theorist, I acknowledge and share the dilemma regarding the ultimate mission of the school and the type of knowledge that is supposed to be valued: either an experiential knowledge, originated from the so-called commonsense, and limited to the students' worldviews of everyday experience; or a more academic and specialized knowledge, even if it is quite often labeled as elitist. And in a context of massive expansion of education, this dilemma becomes more relevant because the existing curriculum orthodoxy comes into conflict with nowadays cultural diversity of our schools. But at the same time, the present globalized and highly competitive world of accelerated change at all levels demands well-qualified, critical and creative citizens who has broader horizons, based on an academic knowledge, totally different from commonsense. Inspired by Paulo Freire and Michael Young, I end the article defending the idea that the curriculum can also be an instrument of emancipation, because every student, irrespective of color, race, gender or social class should have the same chances of exercising scientific thinking. In this context, "how to teach" gains a renewed relevance in a demanding curriculum with emancipatory possibilities. For this aim it is crucial that the two curriculum trends start a dialogue for the benefit of the field of curriculum studies.

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The hidden curriculum in a hidden marketplace: relationships and values in Cambodia’s shadow education system

Cited by 53 publications

References 24 publications

Private tutoring in a high socio‐economic secondary school in Israel and pupils’ attitudes towards school learning: A double‐edged sword phenomenon

Private tutoring in a high socio‐economic secondary school in Israel and pupils’ attitudes towards school learning: A double‐edged sword phenomenon

The Roles of Mainstream Schooling and Shadow Education in English Language Teaching: A Case Study in Hong Kong

Aiming at an Emancipatory Curriculum

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