This book has explored the ways in which teachers’ beliefs, social norms, ideals about professionalism, and community values shaped their economic decisions in the informal shadow education market. It has provided insights into significant implications of shadow education in teachers’ personal and professional lives, and their conceptualizations of mixed roles and identities. Through theoretical lenses of economic sociology and anthropology, this study has uncovered strong social and moral embeddedness of the shadow education market in social relationships and cultural norms.
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