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Findings distinguish complementary, accommodating, competing, and substitutive roles, showing that boundaries remain blurred and relationships shift over time. The work reframes PT outcomes beyond a positive–negative binary and offers flexible theoretical guidance for future research.",{"@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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India  \nShalini Bhorkar   \nUniversity College London & St. Mary’s University  \nECNU Review of Education 2024, Vol. 7(1) 66–88 © The Author(s) 2023 Article reuse guidelines:  \n[sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/20965311231167186](DOI: 10.1177/20965311231167186)[ ](DOI: 10.1177/20965311231167186)[journals.sagepub.com/home/roe](journals.sagepub.com/home/roe)  \nAbstract  \nPurpose: The relationship between private tutoring (PT) and mainstream education is among the complex themes characterizing PT discourses in the literature. This study examined the complications of practices and processes in tutoring and schooling to elucidate different roles played by PT and its relationship with mainstream education.  \nDesign/Approach/Methods: This study used qualitative data from a diverse set of 37 PT providers from the State of Maharashtra, India, to delineate their roles and explore their relationship with schooling in this context.  \nFindings: The classification of PT providers’ roles into complementary, accommodating, competing, and substitutive ones demonstrated a diverse range of relationships between PT and mainstream education. Further analysis showed that these relationships are dynamic in nature, and the boundaries between them are blurred.  \nOriginality/Value: Research in the field of PT has been consistently pointing toward a perplexing mixture of positive and negative outcomes resulting from its relationship with mainstream education. This study transcended the positive vis-à-vis negative binary approach by contributing to the  \nCorresponding author:  \nShalini Bhorkar, UCL Institute of Education, University College London, 20 Bedford Way, London WC1H 0AL, UK.  \nEmail: [shalini.tti@gmail.com](shalini.tti@gmail.com)  \nCreative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative  \nCommons 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 page ([https://us.sagepub.com/en-us/nam/open-access-at-sage](https://us.sagepub.com/en-us/nam/open-access-at-sage)).  \ndeeper understanding of PT relationships. Furthermore, it exemplified how future studies can disentangle the complexities of such relationships by deploying flexible, context-specific theoretical approaches.  \nKeywords  \nEducation inequalities, educational privatization, India, private tutoring, schooling–tutoring relationships, shadow education  \nDate received: 26 August 2022; revised: 7 January 2023; accepted: 13 January 2023  \nIntroduction  \nVarious terminologies and metaphors have been used to define the private tutoring (PT) phenomenon, such as shadow or parallel education, thus characterizing its close association with schooling (Zhang & Bray, 2019) . As such, many researchers in the field of PT have sought to understand the ways in which PT implicates schooling, from which it originates. Supplementary tutoring would not have existed without mainstream education. However, PTis not unidirectional. Studies have shown that the practices and processes involved in PT implicate schooling in a complex feedback loop (Bray, Liu et al., 2019; Bray & Lykins, 2012; Dang & Rogers, 2008) . The inextricability of these practices and processes happening concurrently during the academic year in schools and PT centers renders deciphering the complex relationships between tutoring and schooling challenging. One approach to address these challenges could be to obtain a close-up portrayal of PT practices and processes to acquire finer nuances on the phenomenon, whose broader contours have been outli","cbCaiee4Y0GeS0Lz","https://ap.wps.com/l/cbCaiee4Y0GeS0Lz","pdf",437839,23,"English","# Abstract\n## Purpose\n## Design/Approach/Methods\n## Findings\n## Originality/Value\n# Introduction\n# Literature Review and Theoretical Approach","[{\"question\":\"What question does the study address about private tutoring and schooling?\",\"answer\":\"It investigates complications in practices and processes that tutoring providers describe, aiming to clarify the roles played by private tutoring and how those roles relate to mainstream education.\"},{\"question\":\"How was the research conducted and what data source was used?\",\"answer\":\"The study uses qualitative data from 37 private tutoring providers in Maharashtra, India, to delineate roles and explore their relationship with schooling in that context.\"},{\"question\":\"What role categories emerge from the findings?\",\"answer\":\"Private tutoring providers’ roles are classified as complementary, accommodating, competing, and substitutive, and the study finds these relationships are dynamic with blurred boundaries.\"}]","Variegated Roles of and Relationships Between Private Tutoring and Schooling - Insights From the State of Maharashtra, India | PDF",1792092723,58]