ABSTRACT

While a growing body of research shows the prevalence of private tutoring in India, the ways in which these informal educational setups gain social legitimacy remains largely unclear. To redress this gap in the scholarship, this article investigates institutional and affective tutoring practices, in relation to formal schooling. It draws on the perspectives of tutors, school teachers, teacher-tutors, students and their parents, produced through an educational ethnography conducted in Dehradun (India) in 2014–2015. In so doing, this article shows that strategic adoption (adhering to formal education practices) and tactical deviation (diverging from typical schooling norms) are central to tutoring centres’ attempt to project themselves as academically relevant and desirable spaces for teaching and learning. By offering a nuanced understanding of the interactions between formal (schools) and informal (tutoring provisions) educational institutions, it argues that private tutoring serves as a critique of formal schooling in the empirical context.

摘要

尽管越来越多的研究表明，私人补习在印度很普遍，但这些非正式教育机构如何获得社会合法性仍不清楚。为了弥补奖学金中的这一差距，本文调查了与正规学校教育相关的制度和情感辅导实践。它借鉴了 2014-2015 年在 Dehradun（印度）进行的教育民族志的导师、学校教师、教师-导师、学生及其父母的观点。通过这样做，本文表明，战略采用（坚持正规教育实践）和战术偏差（偏离典型的学校教育规范）是辅导中心试图将自己投射为与学术相关和理想的教学和学习空间的核心。