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Shadow Education as Text of “Curriculum of Difference”: Nomadic Inquiry

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Shadow Education as Worldwide Curriculum Studies

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Abstract

This chapter explores potential inquiry perspectives for research about shadow education. The authors propose a form of ‘nomadic inquiry,’ in which research not characterized by fidelity to a master narrative, but by transformations of concepts, ideas, and representations that welcome difference. Invoking shadow education as a text of ‘difference,’ the authors suggest topics and approaches for future studies on shadow education. This chapter is an invitation to curriculum scholars around the world to consider the phenomenon of shadow education within their own inquires. The authors hope that by incorporating new understandings and insights from different perspectives, the field of curriculum studies can benefit and the concepts of education and curriculum can evolve alongside the changing ecology of education.

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Notes

  1. 1.

    For example, in A Chinese Model of Education in New Zealand, Ai-Hsin Ho and Yu Wang (2016) focused on Chinese community schools including the Auckland Chinese Community Center Inc., Browns Bay Chinese Community School, New Market Afterschool Chinese program, and Wakaaranga Afterschool Chinese program, which provide various courses ranging from Chinese-language academic programs and China-focused extracurricular programs to mathematics and English reading and writing.

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  1. Chinju National University of Education, Jinju, Korea (Republic of)

    Young Chun Kim

  2. Chonnam National University, Gwangju, Korea (Republic of)

    Jung-Hoon Jung

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Kim, Y.C., Jung, JH. (2019). Shadow Education as Text of “Curriculum of Difference”: Nomadic Inquiry. In: Shadow Education as Worldwide Curriculum Studies. Curriculum Studies Worldwide. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-03982-0_9

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