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Danish families show greater hesitation, while Chinese trajectories emphasize competition and achievement.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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does the paper characterize shadow education in Denmark versus China?","Question",{"text":63,"@type":64},"It describes Denmark as a small, recently emerged, high-cost sector that mostly serves low achievers, while China is portrayed as more industrialized with a long history and scale advantages.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What research method and perspective does the article use?",{"text":68,"@type":64},"The article adopts a personal narrative approach, reflecting on the author’s experiences growing up and studying in China and later conducting research partnerships in Denmark.",{"name":70,"@type":61,"acceptedAnswer":71},"What key differences in family attitudes does the paper highlight?",{"text":72,"@type":64},"It notes that Danish families hesitate to use shadow education despite an egalitarian context, whereas Chinese patterns stress competition and 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\nThe Institute of Curriculum and Instruction, East China Normal University  \nECNU Review of Education 2021, Vol. 4(3) 615–629 © The Author(s) 2021 Article reuse guidelines:  \n[sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/20965311211042026](DOI: 10.1177/20965311211042026)[ ](DOI: 10.1177/20965311211042026)[journals.sagepub.com/home/roe](journals.sagepub.com/home/roe)  \nAbstract  \nPurpose: In the domain of shadow education (private supplementary tutoring), Denmark and China may be placed at opposite ends of a spectrum. Denmark has a recently emerged, small, and high-cost sector that mostly serves low achievers, while China has a more industrialized sector with a long history and economies of scale. The paper juxtaposes the two to shed light on each. Design/Approach/Methods: The article is a personal narrative of the author’s research experiences. She grew up and had initial education in China before moving to the Nordic realm for 2 years. This provided a set of initial lenses, which were subsequently deployed in research partnership from her current base in China with colleagues in Denmark.  \nFindings: The juxtaposition raises questions that might otherwise not have been asked and provides insights that might otherwise not have been gained. Danish families hesitate to use shadow education for advantages in the egalitarian society, in contrast to Chinese patterns that stress competition and achievement. These facets have implications for the modes of shadow education and even the names of tutorial companies.  \nOriginality/Value: The paper has a methodological value in addition to its substantive insights on the trajectories of shadow education in the two countries.  \nKeywords  \nDenmark, China, shadow education, private tutoring, comparative education, personal narrative  \nDate received: 22 July 2021; accepted: 8 August 2021  \nCorresponding author:  \nWei Zhang, Centre for International Research in Supplementary Tutoring (CIRIST), Institute of Curriculum and Instruction, Faculty of Education, East China Normal University, Shanghai, China.  \n[Email: wzhang@ed.ecnu.edu.cn](Email: wzhang@ed.ecnu.edu.cn)  \nIn its short history, the ECNU Review of Education has already published one special issue on shadow education (Vol. 2, No. 1, 2019), and the present special issue is therefore the second.1 The first special issue, coedited by myself and a colleague in the East China Normal University (ECNU) Centre for International Research in Supplementary Tutoring (CIRIST), focused on the world’s largest and probably fastest-growing collection of shadow education systems, namely those in Chinese mainland and in the Hong Kong and Macao Special Administrative Regions (Zhang & Bray, 2019) . Now this second special issue is coedited with a colleague in Denmark’s Aarhus University, to which in 2020 I was appointed an Honorary Professor. It focuses on perhaps the world’s smallest and youngest collection of shadow education systems, namely those in the Nordic countries of Denmark, Finland, Norway, and Sweden.  \nAmong prevalent (mis)perceptions about shadow education is that the phenomenon mainly thrives in East Asian countries dominated by Confucian cultures (see, e.g., Dang, 2008; Kwok, 2001; Lei, 2005) . The comparative literature shows that shadow education actually has considerable scale and deep roots also in other world regions, such as South Asia and North Africa, that do not have Confucian cultures (see, e.g., Bray, 2009; Sobhy, 2012; Zhang & Bray, 2020) . Nevertheless, it is true that shadow education has been particularly prominent in East Asia.  \nHistorically, the Nordic countries have not had a significant scale of shadow education, but as shown by the other papers in this special issue of the journal the phenomenon has emerged there too. Its existence","cbCainNMf1DSa4ig","https://ap.wps.com/l/cbCainNMf1DSa4ig","pdf",663354,15,"English","# Abstract\n## Purpose\n## Design/Approach/Methods\n## Findings\n## Originality/Value\n# Introduction and Context\n## Contrasting Denmark and China\n## Misconceptions and Global Roots\n## Nordic Significance in Egalitarian Societies\n# Fieldwork and Comparative Reflections\n## Collaboration and Interviews\n## Key Observations","[{\"question\":\"How does the paper characterize shadow education in Denmark versus China?\",\"answer\":\"It describes Denmark as a small, recently emerged, high-cost sector that mostly serves low achievers, while China is portrayed as more industrialized with a long history and scale advantages.\"},{\"question\":\"What research method and perspective does the article use?\",\"answer\":\"The article adopts a personal narrative approach, reflecting on the author’s experiences growing up and studying in China and later conducting research partnerships in Denmark.\"},{\"question\":\"What key differences in family attitudes does the paper highlight?\",\"answer\":\"It notes that Danish families hesitate to use shadow education despite an egalitarian context, whereas Chinese patterns stress competition and achievement.\"}]","Modes and Trajectories of Shadow Education in Denmark and China - Fieldwork Reflections by a Comparativist | PDF",1792092222,38]