Parental hysteresis and shadow education in times of crises in Lebanon
A Fast Train Fuelled by Grades and Academic Achievements
Dados Bibliográficos
| ID | 6431058 |
|---|---|
| Autores | Tamara Al Khalili (0009-0003-5216-4568, University of Exeter), Salah Troudi (0009-0002-8102-4807, University of Exeter) |
| Ano | 2025 |
| Volume | 34 |
| Fascículo | 4 |
| Páginas | 526-545 |
| Data de publicação | 2025-02-27 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | International Studies in Sociology of Education (JOURNAL) |
| Identificadores do periódico | ISSN: 0962-0214 • E-ISSN: 1747-5066 |
| Editora | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/09620214.2025.2471315 |
| OpenAlex | W4408042890 |
| Idioma | EN |
| Referências citadas | 31 |
Demographic economics · Economics · Hysteresis · Mathematics education · Physics · Shadow (psychology · Sociology · Diverse Education Studies and Reforms · Global Educational Reforms and Inequalities · Psychology
Hidden Markets
Class Strategies and the Education Market
Parental strategies and educational inequalities during severe economic, political and refugee crises in conflict-affected Lebanon
Do peers affect private tutoring engagement in Korea? Evidence from a quasi-experimental approach
Learning in the shadows
Field, capital, and habitus
Bourdieu
Teacher-entrepreneurialism
Crossing a social demarcation line
A cross-national exploration of shadow education use by high and low SES families
The impact of social class on out-of-school activities
Multiple systems, multiple shadows
The de-facto privatization of secondary education in Egypt
The impact of the implementation of ‘double reduction’ policy on tutors in shadow education
Revisiting educational advantage and social class
Responsibilised parents and shadow education
Using thematic analysis in psychology
Designing and Conducting Mixed Methods Research
It's all becoming a habitus
Hysteresis and the sociological perspective in a time of crisis
| Velocidade de citação | historical |
|---|---|
| Altamente citado | Não |