著者

李 和静

出版者

東京大学大学院教育学研究科

雑誌

東京大学大学院教育学研究科紀要 (ISSN:13421050)

巻号頁・発行日

vol.55, pp.61-70, 2016-03-31

---

In this paper, the chronological trend of studies on shadow education in the sociology of education in Japan was examined. Based on this examination, future directions are then presented for consideration. Shadow education has been noted as a factor in the relation between educational achievement and social stratification in the 1970-80's in Japan. In the 1990s, based mainly on national survey data, it was found that educational investment and strategy influenced shadow education. Later, in the late 2000s, the amount of research and case studies that focused on shadow education increased. Currently, by controlling endogeneity biases, studies have been conducted in an attempt to identify causal effects of shadow education. In conclusion, for future consideration, within research on shadow education, it is necessary to clearly distinguish between the different terms used for shadow education (“out of school education”, and “private supplementary tutoring”) within the Japanese language.

著者

李 和静

出版者

東京大学大学院教育学研究科

雑誌

東京大学大学院教育学研究科紀要 (ISSN:13421050)

巻号頁・発行日

vol.54, pp.53-62, 2015-03-31

---

This case study investigated the formation and role of one Korean cram school in Japan through fieldwork at J-hagwon in relation to shadow education in the Korean community. The educational achievement of Korean students who were sent to Japan for education at Korean cram schools was considered the focus of this study. The results can be summarized as follows. First, Korean students were most likely to participate in shadow education (join a Korean cram school) for the purpose of study ability enrichment. The Korean shadow education system has formed to meet the educational needs of the Korean newcomers and played a complementary role in relation to public education. Second, test preparation and private one-to-one tutoring for special admission (= teungrye) in the Korean cram school was conducted. In addition, the Korean cram schools had important meaning as a place to build a network for adaptation to life in Japan, and for the exchange of information. This study suggests that there is a necessity to reconsider the Korean cram school as a place that not only plays an educational role but also holds a social role in the community. Within Korean cram schools the concepts of globalization, space, and immigration intertwine; the educational achievement of Korean students may also be considered as a tool for some to return to their home country.