International Education Journal

WCCES Commission 6 Special Congress Issue

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Local knowledge and value transformation in East Asian mass tutorial schools


Percy Kwok
Faculty of Education, The University of Hong Kong
percykwok@hongkong.com

 

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Abstract

Based on field trips to some mass tutorial schools from 1998 to 2000 and documentary analysis, a three-layered cultural model of cram schools in East Asian comparative perspective is articulated. The paper focuses on dynamic inter-and intra-layer interactions of some key components of the model, exploring areas such as socio-cognitive modes of examination-oriented learning, impacts of local popular culture, degree of impact of transmitting heritage culture, and the value transformations induced by cram schools. Facing regional trends of launching large-scale educational reforms in East Asia, such a study can help policy-makers understand the tensions between the functioning of daytime and cram schools and thereby realise reform barriers in the 21st century.

tutorial schools, cram schools, local knowledge, heritage culture, East Asia

 

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Kwok, P. (2001) Local knowledge and value transformation in East Asian mass tutorial schools. International Education Journal, 2 (5), 86-97.
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