Läxhjälp as Shadow Education in Sweden:The Logic of Equality in“A School for All”
作者机构：Uppsala University Uppsala University and University of Gavle
出 版 物：《ECNU Review of Education》 (华东师大教育评论（英文）)
年 卷 期：2021年第4卷第3期
页 面：494-519页
学科分类：0402[教育学-心理学(可授教育学、理学学位）] 0401[教育学-教育学] 07[理学] 0701[理学-数学] 070101[理学-基础数学]
基 金：This research is supported by the Swedish Research Council Grant 2015-01754 awarded to Eva Forsberg
主 题：Boundary object curriculum theory homework support identities interaction shadow education
摘 要：Purpose:Taking läxhjälp/homework support in Sweden as a case,this article aims to further explore shadow education,especially as a pedagogical object from curriculum theory ***/Approach/Methods:Approaches including policy analyses,ethnomethodological work based on video-recorded interaction,and narratives have produced empirically grounded *** use examples from several substudies and analyze the reentry and regulation of supplementary education and how tutors and tutees interact in tutoring settings and negotiate identities in läxhjälp as well as the relation to regular ***:Läxhjälp is conditioned by the logic of equality and changes in the governance of läxhjä*** proliferation of different kinds of tutoring practices provided by various organizations calls for a broad definition of shadow *** curriculum as boundary object,equality and academic success are *** settings and spatiotemporal arrangements affect modes of interaction,distribution of epistemic authority,and negotiations of ***/Value:With Sweden as a case,it is possible to explore shadow education in a new context,the Scandinavian welfare state,and its history of comprehensive ***,ethnomethodological interaction and narrative studies and curriculum perspectives are seldom employed within research on shadow education.A number of critical key boundary objects are identified.
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