Responding to uncertainty

Examining Hong Kong parents’ perceptions of private tutoring through the lens of timescapes ( Responder ante la incertidumbre: un análisis de las percepciones parentales de las clases privadas en Hong Kong a través de la lente de los cronopaisajes — timescapes)

Datos Bibliográficos

ID21479581
AutoresAlexandros Tsaloukidis (University of Hong Kong), Magda Nutsa Kobakhidze (0000-0002-5567-469X, University of Hong Kong, autor de correspondencia)
Año2023
Volumen46
Número4
Páginas844-878
Fecha de publicación2023-11-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaJournal for the Study of Education and Development Infancia y Aprendizaje (JOURNAL)
Identificadores de la revistaISSN: 0210-3702 • E-ISSN: 1578-4126
EditorialSAGE Publications (PUBLISHER • US)
DOI10.1080/02103702.2023.2243195
OpenAlexW4386688021
IdiomaEN
Citas recibidas6
Referencias citadas28

This paper explores how parents in Hong Kong perceive the impact of the COVID-19 pandemic on the use of academic and non-academic private tutoring (PT) for their children, using a thematic analysis of interviews with 80 parents from diverse ethnic and socioeconomic backgrounds. We seek to understand the role of PT in parents’ thinking about their children’s learning and developmental needs in uncertain times, which foregrounds parents’ temporalities in the face of disruption. We find that maintaining pre-pandemic PT levels was the most common attitude for almost half of the sample, followed by roughly similar groups of parents who increased or decreased their use of PT. Parental perceptions of the functions of PT converged on three main uses: mitigating the effects of schooling disruptions, making productive use of newfound free time and providing a sense of normality. Using a timescapes lens, we identify temporal elements in how PT factored into parents’ experiences and perceptions of managing ‘gained’ and ‘lost’ time, adapting to remote learning, avoiding health risks and reflecting on inequalities during the COVID-19 pandemic

Humanities · Political science · Sociology · Global Educational Reforms and Inequalities · Philosophy