ABSTRACT

Private 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.

摘要

私人补习是一种全球普遍现象。虽然学者们已经探索了私人补习的需求和供应，但补习中心如何组织他们的服务，以及临时性在其中的作用，仍然没有得到充分探索。为了解决学术界的这一差距，本文利用 2014-15 年在台拉登（印度）制作的民族志数据，讨论“影子教育”时间景观的四个方面：辅导服务如何映射到正规学校教育结构（映射); 补习中心如何受益于比正规学校有更多时间分配给教育服务（优势）；辅导中心如何使他们在整个学年中提供的学术支持的性质多样化（多样性）；以及，辅导服务如何随着时间的推移适应不断变化的学校教育实践（适应性）。规避学校教育系统，以确保他们在印度教育领域与正规教育机构并驾齐驱——而不是试图取代——的空间。尽管本文以印度为经验依据，但它所产生的课外补习时间性的概念化对于研究组织框架、结构安排和其他情况下补习条款的实践将很有价值。