2,997 research outputs found
Academic publishing: Forms, benefits, priorities & processes
No full textIt was a pleasure and a privilege to be invited to speak on this topic in June as part of the BERA-CERA Academic Publishing Webinar Series 2021 (see bera.ac.uk/gupta-webinar). BERA offers a myriad of resources to support publishing, especially for emerging scholars, and I hope this article and accompanying webinar is a valuable addition
Middle-class mothers’ participation in tutoring for spoken English: a case of unlocking middle-class identity and privilege in contemporary India
No full textSociological inquiries on parental involvement seldom consider the investments parents make in themselves to realise educational advantages in their children's schooling. This gap hides the processes underlying class-making and class-produced privileges. To address this gap, this article investigates middle-class mothers’ participation in tutoring and coaching for spoken English in Dehradun, India, focusing on their reasons for soliciting such paid tutoring support. It shows that mothers subscribe to these services to facilitate home-teaching, productive communication with their children, and effective home-school partnerships. Mothers’ subscription to private tuition emerges in this context as a source of cultural capital that parents use to unlock their middle-class identity and privilege in the educational landscape. The article argues that English private tutoring is a case of a capital exchange–economic for cultural and social forms of capital–which parents may use to accumulate key resources and produce, maintain, and intergenerationally sustain their middle-classness.</p
A ‘shadow education' timescape: An empirical investigation of the temporal arrangements of private tutoring vis-a-vis formal schooling in India
No full textPrivate tutoring is a globally pervasive phenomenon. While scholars have explored the demand for and supply of private tutoring, how tutoring centres organise their services, and the role of temporality in this, remains underexplored. To address this gap in the scholarship, this article draws on ethnographic data, produced during 2014–15 in Dehradun (India), to discuss four aspects of a ‘shadow education’ timescape: how tutoring services are mapped onto the formal schooling structure (Mapping); how tutorial centres benefit from having more time to allocate to educational services over formal schools (Advantage); how tutorial centres diversify the nature of academic support they offer throughout an academic year (Diversity); and, how tutoring services accommodate changing schooling practices over time (Adaptability). This discussion unveils the specific ways in which the temporal facets of private tutoring help tutoring businesses circumvent the schooling system to secure their space alongside – rather than by attempting to replace – the formal institutions of education within the Indian educational landscape. Although this article is empirically grounded in India, the conceptualisation of temporalities of private tutoring it generates will be valuable to the investigations of organisational framings, structural arrangements and practices of tutoring provisions in other contexts
Teacher-entrepreneurialism: a case of teacher identity formation in neoliberalizing education space in contemporary India
No full textThis article examines the processes underlying the formation of the identity of teachers as entrepreneurs in neoliberalizing education space in contemporary India. Drawing on interactions with 38 schoolteachers in two private schools in Dehradun, this article explores why and how educators adopt specific entrepreneurial strategies to navigate precarious, competitive market conditions. It subsequently illustrates how, in their pursuit of career advancement, educators commodify their knowledge and skills and promote the market logic of choice and freedom. By elucidating the mechanisms through which educators reproduce the processes and practices that nudge their search for promising career opportunities in the formal education system and the tuition industry, this article argues that teacher-entrepreneurs are both products and carriers of the neoliberal agenda. It introduces the concept of teacher-entrepreneurialism, a manifestation of neoliberalism, which shapes educators’ entrepreneurial dispositions; it suggests that teacher-entrepreneurs sustain neoliberalization in its varying forms and bolster its legitimacy. By illustrating the variegated, processual existence of neoliberalism, this article makes a case for investigating education as a neoliberalizing space in the increasingly profit-centric, market-driven, and performance-oriented schooling sector that prevails across societies, particularly in contemporary India
Book review: schooling inequality: aspirations, opportunities and the reproduction of social class written by Jessie Abrahams, Bristol, Policy Press, 2024, 198 pp., £24.99 paperback, ISBN: 978-1447360285
No full textConstructions of student transition into higher education: a comparative analysis of six European countries
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