“They Would Do Just Fine Without Me”: Experiences of Private Tutoring in Denmark

Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › fagfællebedømt

Standard

“They Would Do Just Fine Without Me”: Experiences of Private Tutoring in Denmark. / Cone, Lucas.

I: ECNU Review of Education (ROE), Bind 4, Nr. 3, 09.2021, s. 566–589.

Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › fagfællebedømt

Harvard

Cone, L 2021, '“They Would Do Just Fine Without Me”: Experiences of Private Tutoring in Denmark', ECNU Review of Education (ROE), bind 4, nr. 3, s. 566–589. https://doi.org/10.1177/2096531120940718

APA

Cone, L. (2021). “They Would Do Just Fine Without Me”: Experiences of Private Tutoring in Denmark. ECNU Review of Education (ROE), 4(3), 566–589. https://doi.org/10.1177/2096531120940718

Vancouver

Cone L. “They Would Do Just Fine Without Me”: Experiences of Private Tutoring in Denmark. ECNU Review of Education (ROE). 2021 sep.;4(3):566–589. https://doi.org/10.1177/2096531120940718

Author

Cone, Lucas. / “They Would Do Just Fine Without Me”: Experiences of Private Tutoring in Denmark. I: ECNU Review of Education (ROE). 2021 ; Bind 4, Nr. 3. s. 566–589.

Bibtex

@article{8c0a872fd7664a69b354643d6a4e39da,
title = "“They Would Do Just Fine Without Me”: Experiences of Private Tutoring in Denmark",
abstract = "Building on a qualitative case study of parents and tutors previously involved with a large commercial tutoring company, this article investigates experiences of private tutoring in Denmark. The case study centers around an affective analysis of eight interviews—three parents and five tutors—centering on why and how the interlocutors decided to hire services from or work for the tutoring company. The article illustrates how the parents{\textquoteright} and tutors{\textquoteright} experiences of private tutoring are colored by a series of affective patterns that set the tone for how the parents and tutors make sense of and feel about the phenomenon. Three patterns are drawn forth which together sustain the “mood” in which the parents and tutors encounter the tutoring phenomenon: teacher inti- macy, institutional professionalism, and nonexclusivity. The article provides an empirically grounded perspective on the stakes of commercializing education in spaces characterized by egalitarian ideals in education",
author = "Lucas Cone",
note = "Publisher Copyright: {\textcopyright} The Author(s) 2021.",
year = "2021",
month = sep,
doi = "10.1177/2096531120940718",
language = "English",
volume = "4",
pages = "566–589",
journal = "ECNU Review of Education (ROE)",
issn = "2096-5311",
publisher = "SAGE Publications",
number = "3",

}

RIS

TY - JOUR

T1 - “They Would Do Just Fine Without Me”: Experiences of Private Tutoring in Denmark

AU - Cone, Lucas

N1 - Publisher Copyright: © The Author(s) 2021.

PY - 2021/9

Y1 - 2021/9

N2 - Building on a qualitative case study of parents and tutors previously involved with a large commercial tutoring company, this article investigates experiences of private tutoring in Denmark. The case study centers around an affective analysis of eight interviews—three parents and five tutors—centering on why and how the interlocutors decided to hire services from or work for the tutoring company. The article illustrates how the parents’ and tutors’ experiences of private tutoring are colored by a series of affective patterns that set the tone for how the parents and tutors make sense of and feel about the phenomenon. Three patterns are drawn forth which together sustain the “mood” in which the parents and tutors encounter the tutoring phenomenon: teacher inti- macy, institutional professionalism, and nonexclusivity. The article provides an empirically grounded perspective on the stakes of commercializing education in spaces characterized by egalitarian ideals in education

AB - Building on a qualitative case study of parents and tutors previously involved with a large commercial tutoring company, this article investigates experiences of private tutoring in Denmark. The case study centers around an affective analysis of eight interviews—three parents and five tutors—centering on why and how the interlocutors decided to hire services from or work for the tutoring company. The article illustrates how the parents’ and tutors’ experiences of private tutoring are colored by a series of affective patterns that set the tone for how the parents and tutors make sense of and feel about the phenomenon. Three patterns are drawn forth which together sustain the “mood” in which the parents and tutors encounter the tutoring phenomenon: teacher inti- macy, institutional professionalism, and nonexclusivity. The article provides an empirically grounded perspective on the stakes of commercializing education in spaces characterized by egalitarian ideals in education

UR - http://www.scopus.com/inward/record.url?scp=85106444324&partnerID=8YFLogxK

U2 - 10.1177/2096531120940718

DO - 10.1177/2096531120940718

M3 - Journal article

VL - 4

SP - 566

EP - 589

JO - ECNU Review of Education (ROE)

JF - ECNU Review of Education (ROE)

SN - 2096-5311

IS - 3

ER -

ID: 372832204