L¨axhj¨alp as Shadow Education in Sweden - The Logic of Equality in “A School for All”

Oct 15, 2026

Taking l¨axhj¨alp/homework support in Sweden as a case, this article examines shadow education as a pedagogical object through curriculum theory. Policy analyses, ethnomethodological video-based interaction work, and narrative approaches generate empirically grounded findings on how supplementary education is reentered and regulated. It analyzes tutoring interactions, identity negotiation, and links to regular schooling while showing how equality and curriculum function as boundary objects.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages26

Reading Time1 h 6 min

AccessFree to download

Abstract

Purpose and approach

Findings

Originality and value

Introduction

Definition and scope of shadow education

Swedish reforms and homework support (l¨axhj¨alp)

Research questions in international literature

L¨axhj¨alp as Shadow Education in Sweden: The Logic of Equality in“A School for All” Eva Forsberg Uppsala University Stina Halls´en Uppsala University Marie Karlsson Uppsala University Helen Melander Bowden Uppsala University Tatiana Mikhaylova Uppsala University and University of G¨avle Johanna Svahn Uppsala University ECNU Review of Education 2021, Vol. 4(3) 494–519 ª The Author(s) 2021 Article reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/2096531120966334](DOI: 10.1177/2096531120966334)[ ](DOI: 10.1177/2096531120966334)[journals.sagepub.com/home/roe](journals.sagepub.com/home/roe) Abstract Purpose: Taking l¨axhj¨alp/homework support in Sweden as a case, this article aims to further explore shadow education, especially as a pedagogical object from curriculum theory perspective. Design/Approach/Methods: Approaches including policy analyses, ethnomethodological work based on video-recorded interaction, and narratives have produced empirically grounded knowledge. We use examples from several substudies and analyze the reentry and regulation of supplementary education and how tutors and tutees interact in tutoring settings and negotiate identities in l¨axhj¨alp as well as the relation to regular schooling. Corresponding author: Tatiana Mikhaylova, Department of Education, Uppsala University, 752 36 Uppsala, Sweden. Email: [tatiana.mikhaylova@edu.uu.se](tatiana.mikhaylova@edu.uu.se) Creative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 License ([https://creativecommons.org/licenses/by-nc/4.0/](https://creativecommons.org/licenses/by-nc/4.0/)) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages ([https://us.sagepub.com/en-us/nam/open-access-at-sage](https://us.sagepub.com/en-us/nam/open-access-at-sage)). Findings: L¨axhj¨alp is conditioned by the logic of equality and changes in the governance of l¨axhj¨alp. The proliferation of different kinds of tutoring practices provided by various organizations calls fora broad definition of shadow education. With curriculum as boundary object, equality and academic success are foundational. Different settings and spatiotemporal arrangements affect modes of interaction, distribution of epistemic authority, and negotiations of identities. Originality/Value: With Sweden as a case, it is possible to explore shadow education in a new context, the Scandinavian welfare state, and its history of comprehensive education. Moreover, ethnomethodological interaction and narrative studies and curriculum perspectives are seldom employed within research on shadow education. A number of critical key boundary objects are identified. Keywords Boundary object, curriculum theory, homework support, identities, interaction, shadow education Date received: 16 December 2019; accepted: 23 August 2020 During the last decades, the growth of shadow education has been recognized worldwide (Bray, 2011) . At the same time, there are major national differences due to shifting historical and cultural contexts. In this article, we explore shadow education using Sweden as a case. We will employ findings from the research project “Homework Support as Shadow Education”(Forsberg, 2015) to illustrate and problematize different aspects of tutoring policy and practices. Broadly, shadow education can be defined as a set of educational services that are performed outside regular school and are of an optional character. The meaning of the term shadow education is contested (Kim & Jung, 2019) and it is often restricted to fee-based private supplementary tutoring. However, to uncover the interplay of different forms of supplementary educational services in the Swedish context

FAQs

What is the main purpose of the article?

It uses l¨axhj¨alp/homework support in Sweden to further explore shadow education, especially from a curriculum theory perspective.

How does the article study shadow education?

It combines policy analyses, ethnomethodological analysis based on video-recorded interactions, and narrative approaches, using examples from several substudies.

What do the findings suggest about l¨axhj¨alp in Sweden?

L¨axhj¨alp is shaped by the logic of equality, and different governance changes and tutoring practices require a broad definition of shadow education.

Oct 15, 2026

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