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Abstract
Private supplementary tutoring, also widely known as shadow education, is becoming a global phenomenon and an object of international scholarship. Private tutoring has multiple forms and positions across educational systems and levels, thus the term “shadow educations”. Asia is a notable location of shadow education activity. This editorial article maps the global discourse on shadow educations, using an expanded framework for analysis based on the Bray and Thomas cube. Against this backdrop, Asian research on shadow education presented in this special issue is introduced and its contribution to the global discourse is highlighted. A possible global research agenda is offered with the hope that new understandings derived from scholarly research may aid stakeholders in achieving the aims of education.
Acknowledgements
The guest editors are grateful to Mark Bray for sharing his expertise and scholarly network in the process of preparing this special issue. His valuable comments on this manuscript are also most appreciated. Sincere thanks also to Zhang Wei for facilitating access to the Shadow Education Bibliography managed by the Comparative Education Research Centre, The University of Hong Kong.
Notes
1. This question was raised by Keita Takayama in a research dialogue on 18 November 2013 at Sophia University, Tokyo.
2. For methodological concerns about these types of studies, see Bray and Kobakhidze (Citation2014).
3. More research is available on African countries in the form of theses, but they have been excluded here since this article has surveyed only published scholarly books and journal articles.