Changing schooling, changing shadow: shapes and functions of juku in Japan
Changing schooling, changing shadow: shapes and functions of juku in Japan
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学校教育的变化，影子的变化：日本塾的形状和功能
DOI：
10.1080/02188791.2017.1345719
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发表时间：
2017
影响因子：
1.7
通讯作者：
Wei Zhang
中科院分区：
文献类型：
--
作者：
Y. Yamato;Wei Zhang
摘要 20世纪60年代，私人补习在日本成为一种普遍现象。从那时起，被称为“补习班”的辅导机构提供了广泛的服务来补充主流教育。经过几十年的发展，塾的形状和功能随着学校教育的变化而发生了变化。政府对塾的态度也从拒绝转变为合作，部分原因是塾在日本社会已经根深蒂固，不能再被排除在公共决策过程之外。在一系列新自由主义政策选择和社会人口变化中，学校和塾之间的合作变得越来越明显。这些模式凸显了政府动员以营利为目的的补习班为公共利益服务的举措。将补习班纳入公立学校教育需要重新概念化补习班在教育领域中的作用。本文基于对补习班和学校教育之间不断变化的关系的概述，提出了一个概念框架。它还确定了合作中的挑战，并探讨了主流教育和影子教育之间未来关系的影响。
Abstract Private supplementary tutoring became a widespread phenomenon in Japan during the 1960s. Since then, institutions providing tutoring known as juku have provided a wide range of services to supplement mainstream education. During decades of development, the shapes and functions of juku have changed in response to changes in schooling. Government attitudes towards juku have also shifted from rejection to collaboration, partly because juku have become so entrenched in Japanese society and can no longer be excluded from public decision-making processes. Collaboration between schools and juku is becoming increasingly evident in a series of neoliberal policy choices and socio-demographic changes. Patterns underline a government move to mobilize profit-driven juku to serve the public good. The inclusion of juku in public schooling necessitates reconceptualization of the roles of juku in the educational landscape. This article presents a conceptual framework based on an overview of the changing relationships between juku and schooling. It also identifies challenges in the collaboration, and explores implications for future relationships between mainstream and shadow education.