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Project

Project type/Form of grant
Project grant
Title [sv]
Läxhjälp som skuggutbildning
Title [en]
Homework support as shadow education
Abstract [en]
During the last decade we have seen a growing market on an international as well as on a national level of homework support (HWS). This can be understood in relation to the role of education as an increasingly important asset for society as well as for families and their children, but also in relation to falling results in the Swedish school. In international research ‚Äúorganized out of school tutoring‚Äù is often referred to as shadow education (SE) as it mimics and changes its content in relation to regular schooling (Bray 2014). Lately, there has been a worldwide growth of SE, involving a greater variety of forms as well as growing numbers of participating students. In addition, state funding and household expenditures have increased (Bray 2011). Previous research has pointed out several factors that may push and pull students towards SE: shortcomings in regular education, amount of private schools, reform initiatives on governance and funding of SE, high-stake testing, parents education and cultural differences in views and value of education (de Castro & de Guzman 2010, Bray 2011). We have identified a lack of research on HWS within the Nordic well-fare states, with comprehensive school systems linked to the idea of ‚Äúa school for all.‚ÄùThe overall aim of the project is to develop knowledge on HWS and its implications for practices and participants, as well as to analyze how HWS shadows regular education. Our two main research questions are: How are teaching, learning and identities constructed and negotiated in HWS? and How is regular education reflected in HWS? We draw on two theoretical perspectives ‚Äì curriculum theory and ethnomethodology ‚Äì to investigate how knowledge and identities are articulated. HWS will be analyzed as: educational policy, social interaction in educational settings and narrative sense-making. We will explore municipal, private and non-profit HWS organizations in one county in relation to the Swedish primary as well as lower and upper secondary school. Our criteria for selection of more specific HWS practices will be based on variations in funding, location and working constellations such as one-on-one, small groups and classes. The design of the project includes three substudies. Substudy one, first, involves the mapping of different kinds of HWS organizations and practices in the chosen county, second, policy analyses of how HWS is framed and legitimized by governance and third, the exploration of what kind of supplies HWS organizations offer and what identities participants are ascribed. Substudy two aims to develop empirically grounded knowledge about teaching, learning and identity formation. The ethnomethodological interaction analyses will be based on video recordings of actual HWS practices. Questions that will be raised concern which teaching and learning processes that take form, which identities that are made relevant and what knowledge is validated as significant and legitimate within the HWS practices. Substudy three aims to explore, through interviews, the participants’ narrated experiences of HWS, focusing on how tutors, students and parents make sense of and motivate choices to work with, arrange and participate in HWS. Moreover, identity positions and moral discourses on teaching, learning and parenting that are in play in narratives on HWS will be explored. All in all, the project will contribute to the international research field of SE through its focus on Sweden. It promises novel insights into how identities, learning, knowledge, values and norms are negotiated and enacted in HWS as an institution on a market as well as in situated interactional and narrative practices. Through the theoretical and empirical approaches including curriculum studies and policy analyses as well as ethnomethodological work on interaction and narratives, the project will provide empirically grounded knowledge about a growing HWS market and its relation to regular schooling. It will thus also contr
Principal InvestigatorForsberg, Eva
Coordinating organisation
Uppsala University
Funder
Period
2016-01-01 － 2018-12-31
National Category
Pedagogy
Identifiers
DiVA, id: project:5421Project, id: 2015-01754_VR

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