Transnational meritocracy? Parent ideologies and private tutoring

Dooley, K., Briant, E. and Doherty, C. (2020) Transnational meritocracy? Parent ideologies and private tutoring. In: Lee, J. C.-K. and Gough, N. (eds.) Transnational Education and Curriculum Studies: International Perspectives. Routledge: Abingdon, Oxon ; New York, NY, pp. 114-127. ISBN 9781138480889 (doi:10.4324/9781351061629-8)

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This chapter is interested in the educational ideologies that accompany transnationally mobile families, the strategies these ideologies inform, and the dynamics these strategies can produce in local settings and systems. Drawing on a sub-set of three interviews with transnational parents drawn from a broader study on private tutoring, the analysis profiles three different dispositions towards the use of private tutoring as an educational strategy informed by different ideologies of meritocratic competition and childhood. We argue that transnational families’ use of private tutoring is evidence of parentocratic logic, rather than meritocratic. Private tutoring is one resource mobilised in transnational families’ educational strategies as they seek to negotiate disjunctures between their home and host countries, and to mitigate risks generated by mobility.

Item Type:Book Sections
Keywords:Transnationalism, private tutoring, childhood, ideologies, parentocracy.
Glasgow Author(s) Enlighten ID:Doherty, Prof Catherine
Authors: Dooley, K., Briant, E., and Doherty, C.
Subjects:H Social Sciences > HM Sociology
H Social Sciences > HQ The family. Marriage. Woman
L Education > L Education (General)
College/School:College of Social Sciences > School of Education
Copyright Holders:Copyright © 2021 The Contributors
First Published:First published in Transnational Education and Curriculum Studies: International Perspectives: 114-127
Publisher Policy:Reproduced in accordance with the publisher copyright policy

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Project CodeAward NoProject NamePrincipal InvestigatorFunder's NameFunder RefLead Dept
0Private literacy tutoring: A sociology of shadow education’Prof Karen Dooley, QUTAustralian Research CouncilUNSPECIFIED