ABSTRACT

This paper takes a neo-institutional approach to the increase in supplementary tutoring (ST) in Sweden, understanding it as an ongoing expansion of the institution of formal education. A narrative analysis of tutors’ narrated experiences of for- and non-profit tutoring improves our understanding of how actors animate the cultural clusters of the meaning of formal education in new educational contexts. The narrative identities of stand-by and self-sacrificing tutors illustrate how time and interpretation are crucial aspects of private tutoring in the dominant discourse on the importance of testing in formal education. The paper discusses the re-emergence of ST in Sweden and argues that the social and spatiotemporal settings of for- and non-profit tutoring relate to Swedish mainstream education in different ways, and that non-profit tutoring merits more attention from comparative international research on ST.

摘要

本文采用新制度的方法来增加瑞典的补充辅导 (ST)，将其理解为正规教育机构的持续扩张。对导师讲述的营利性和非营利性辅导经历的叙事分析提高了我们对行动者如何在新的教育背景下激活正规教育意义的文化集群的理解。备用和自我牺牲导师的叙事身份说明了时间和解释如何在有关正规教育测试重要性的主流话语中成为课外辅导的关键方面。该论文讨论了 ST 在瑞典的重新出现，并认为营利性和非营利性辅导的社会和时空环境以不同方式与瑞典主流教育相关，