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Citations (30)
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Wen Xu & Adam Poole. (2023) ‘Academics without publications are just like imperial concubines without sons’: the ‘new times’ of Chinese higher education. Journal of Education Policy 0:0, pages 1-18.
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Soribel Genao. (2023) Recasting solidarity: a call for radical engagement and academic unification. International Journal of Qualitative Studies in Education 36:8, pages 1599-1611.
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Achala Gupta. (2023) Middle-class mothers’ participation in tutoring for spoken English: a case of unlocking middle-class identity and privilege in contemporary India. Discourse: Studies in the Cultural Politics of Education 44:5, pages 739-753.
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Marie Clarke, Jyoti Atwal, Deirdre Raftery, Mags Liddy, Ruth Ferris, Seaneen Sloan, Magdelina Kitanova & Ellen Regan. (2023) Female teacher identity and educational reform: perspectives from India. Teacher Development 27:4, pages 415-430.
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Achala Gupta & Xi Zhao. (2023) Teachers’ work under responsibilising policies: an analysis of educators’ views on China’s 2021 educational reforms. Journal of Education Policy 0:0, pages 1-18.
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Rashmi Rangarajan, Delphine Odier-Guedj, Christine Grove & Umesh Sharma. (2023) ‘The school of our dreams’: engaging with children’s experiences and hopes at a remote school in India. Children's Geographies 21:4, pages 737-755.
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Malin Ideland & Margareta Serder. (2023) Joy, pride, and shame: on working in the affective economy of edu-business. British Journal of Sociology of Education 44:5, pages 860-878.
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Achala Gupta. (2023) Exposing the “shadow”: an empirical scrutiny of the “shadowing process” of private tutoring in India. Educational Review 75:3, pages 394-410.
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Achala Gupta. (2023) Global-national networks in education policy: Primary education, social enterprises and ‘Teach for Bangladesh’. Journal of Education Policy 0:0, pages 1-3.
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Clare Woolhouse. (2023) Technologies of the self and narrating an ethical teacher identity, or how to tell stories of a life well lived. International Journal of Qualitative Studies in Education 0:0, pages 1-17.
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Achala Gupta. (2023) Revisiting educational advantage and social class: a Bourdieusian analysis of middle-class parents’ investment in private schooling and shadow education. British Journal of Sociology of Education 44:1, pages 26-42.
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Achala Gupta. (2022) A ‘SHADOW EDUCATION’ TIMESCAPE: AN EMPIRICAL INVESTIGATION OF THE TEMPORAL ARRANGEMENTS OF PRIVATE TUTORING VIS-À-VIS FORMAL SCHOOLING IN INDIA. British Journal of Educational Studies 70:6, pages 771-787.
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Pau Bori & Germán Canale. (2022) Neoliberal foreign language education: the search for alternatives. Critical Inquiry in Language Studies 19:4, pages 307-316.
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Kamtungtuang Suante & Mark Bray. (2022) Displacing the schools: default privatization and “school-less” arrangements for shadow education in Myanmar. Asia Pacific Journal of Education 0:0, pages 1-14.
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Achala Gupta. (2022) Social legitimacy of private tutoring: an investigation of institutional and affective educational practices in India. Discourse: Studies in the Cultural Politics of Education 43:4, pages 571-584.
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Magda Nutsa Kobakhidze. (2020) Desacralising teachers: inside Myanmar’s educational capitalism. Globalisation, Societies and Education 18:5, pages 481-494.
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Articles from other publishers (14)
Elizabeth A. C. Rushton, Emma Rawlings Smith, Sarah Steadman & Emma Towers. (2023) Understanding teacher identity in teachers' professional lives: A systematic review of the literature. Review of Education 11:2.
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Poonam Sharma. (2023) ‘Teaching for the Time Being’: Teaching and Teacher Identity in Low-fee Private Schools in Semi-urban Delhi. Contemporary Education Dialogue 20:2, pages 283-304.
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Constantinos Xenofontos & Paul Andrews. (2023) The experiential construction of mathematics teacher identity and the impact of early mathematical failure. Frontiers in Education 8.
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Md. Bayezid Alam & Zhiyong Zhu. (2023) Teaching in the shadows: Exploring teachers’ intentions and behaviors towards private tutoring in Bangladesh. Heliyon 9:2, pages e12534.
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Megha Bali. (2023) Teachers’ Voices, Pedagogy and Discursive Practices in Ability Grouping Classrooms in Delhi Government Schools. Contemporary Education Dialogue 20:1, pages 39-64.
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Ravinder Barn, Damanjit Sandhu & Utsa Mukherjee. (2022)
Re‐imaging everyday routines and educational aspirations under
COVID
‐19 lockdown: Narratives of urban middle‐class children in Punjab, India
. Children & Society 37:1, pages 254-269.
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Mark Bray & Alexandre Ventura. (2022) Multiple systems, multiple shadows: Diversity of supplementary tutoring received by private-school students in Dubai. International Journal of Educational Development 92, pages 102624.
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Prasad G.. 2022. Pedagogy, Presence, and Motivation in Online Education. Pedagogy, Presence, and Motivation in Online Education
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Md. Bayezid Alam & Zhiyong Zhu. (2021) Private tutoring in Bangladesh: evolution, expansion, and policy responses. International Journal of Comparative Education and Development 24:1, pages 20-36.
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Adrienne Lee Atterberry. (2021) Intensive Teaching: Examining Teachers’ Professional Pressures and Pedagogical Practices at an Elite School. Contemporary Education Dialogue 19:1, pages 107-131.
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Helena Pimlott-Wilson & Sarah L. Holloway. (2021) Supplementary education and the coronavirus pandemic: Economic vitality, business spatiality and societal value in the private tuition industry during the first wave of Covid-19 in England. Geoforum 127, pages 71-80.
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Sarah L Holloway & Helena Pimlott-Wilson. (2021) Solo self-employment, entrepreneurial subjectivity and the security–precarity continuum: Evidence from private tutors in the supplementary education industry. Environment and Planning A: Economy and Space 53:6, pages 1547-1564.
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Wei Zhang & Mark Bray. (2020) Comparative research on shadow education: Achievements, challenges, and the agenda ahead. European Journal of Education 55:3, pages 322-341.
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Junyan Liu & Mark Bray. (2020) Private Subtractory Tutoring: The Negative Impact of Shadow Education on Public Schooling in Myanmar. International Journal of Educational Development 76, pages 102213.
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