23 SES 14 A JS, Comparative Educational Knowledge and Knowledge Production: A technology of appearance: Interactional acts of education Part 2
Joint Symposium NW 03 and NW 23 continued from 23 SES 11 A JS
In recent decades regular education worldwide has increasingly been supplemented by organized out of school tutoring, which in international research is often referred to as shadow education (Bray, 2014). The emergence of shadow education has been attributed to factors like high-stake testing, educational performance as a capital merit and the shortcomings of regular education (de Castro & de Guzman, 2010). The availability, use and outcome of measures, comparisons and ranking are some of the drivers and motives for shadow education. On the one hand, shadow education can be seen as an offshoot of the evidence movement and a quest for educational knowledge appearance. On the other hand, different forms of private and supplementary education have a long history in many countries. However, changes at the education agora have been identified. In Sweden, we note the increase of both suppliers and buyers and a shift from selection and exclusion to election and inclusion. Today’s education is inscribed in global educational discourses that include ideas and programmes of governance, quality assurance and accountability. Nevertheless, education is culturally embedded in the social and historical context of national educational systems and local educational practices (Waldow & Steiner- Khamsi, 2012). Accordingly, in order to explore shadow education in Sweden, its practices and consequences, it needs to be contrasted with practices in other cultural contexts. We compare practices of shadow education in Sweden with those in Russia and Canada/France as they appear on websites and in various documents. These cases vary in terms of language, political-, cultural- and educational context and history. Simultaneously, they make comparisons possible through the occurrence of equivalents. The overall aim is to compare how supplementary education shadows regular education. Our research question addresses how teaching, learning and identities are constructed and negotiated in supplementary education in various national contexts. We draw on two theoretical perspectives – curriculum theory and ethnomethodology – to investigate how knowledge, norms, values and identities are articulated in supplementary education. Through these approaches and comparisons of practices in Sweden, Russia and Canada/France, theoretical and empirical contributions are made about educational appearances and activities at today’s education agora.
References not available
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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