Aurini Janice (2004). ¬ę Educational Entrepreneurialism in the Private Tutoring Industry : Balancing Profitability with the Humanistic Face of Schooling ¬Ľ. The Canadian Review of Sociology and Anthropology, vol. 41, n¬į 4, p. 475–491.
Added by: Agn√®s Cavet (01 Jan 1970 01:00:00 Europe/Paris) Last edited by: Agn√®s Cavet (12 Dec 2006 14:08:06 Europe/Paris)
|Resource type: Journal Article
BibTeX citation key: Aurini2004a
Keywords: √©conomie de l'√©ducation, soutien scolaire
Collection: The Canadian Review of Sociology and Anthropology
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"S'appuyant sur une √©tude de deux ans sur les entrepreneurs en tutorat priv√© en Ontario, cet article se penche sur la l√©gitimit√© croissante de l'entrepreneurialisme √©ducatif. Cette l√©gitimit√© transforme la nature de l'√©ducation en pr√©conisant des solutions commerciales aux ¬ę probl√®mes ¬Ľ √©ducatifs et la croyance que la comp√©tition et la d√©bureaucratisation encouragent la responsabilit√©, l'efficacit√© et la r√©ceptivit√© du client. L'industrie du tutorat priv√© fournit une √©tude de cas exemplaire. Non plus simplement moyen de produire des revenus suppl√©mentaires, cette industrie promet d√©sormais des occasions d'affaires √† plein temps aux investisseurs cultiv√©s ayant des formations √©ducatives et professionnelles diverses. D√©pourvu de la pr√©tention des professeurs √† l'autorit√© professionnelle, l'entrepreneurialisme √©ducationnel est soutenu par la culture √©mergente de l'√©ducation intensive des enfants et par la personnalisation en √©ducation. √Čtonnamment, la franchise tutorielle s'av√®re constituer un v√©hicule particuli√®rement efficace pour √©quilibrer les buts financiers et l'aspect humaniste de l'√©ducation."
"IN THE PAST, TEACHERS' PROFESSIONAL AUTHORITY was built on the notion that educating children demanded the guidance of trained experts. Similar to other professions, institutional arrangements emerged to organize and co-ordinate the training of teachers' work and were seen to promise a degree of quality control, in addition to insulating teachers from external competition. These rights of "passage" include teacher colleges, licensing bodies, teacher federations and boards of education. While teachers have never enjoyed the same degree of professional autonomy and authority as more established, "full" professionals such as doctors, they have nevertheless been traditionally constructed as authority figures over educational concerns. This recognition is exemplified by their protected status in many government-sponsored education systems and teacher training programs. Achieving professional or even semi-professional status also often implies a "moral" component by signaling an adherence to the practice of social betterment and public service (Brint, 1994; Durkheim, 1957; Freidson, 2001; Larson, 1977; Lockhart, 1991; Lortie, 1977).
In recent years, however, the education sector has become increasingly informed by a market logic as governments attempt to respond to school choice movements and the intensified demand for education (see Freidson, 2001). For market advocates, public schools monopoly status and bureaucratized form and the presence of teachers' professional associations foster apathy and mediocrity to the detriment of education consumers (Persell, 2000; Stein, 2001). Additionally, since bureaucratized professions typically receive the lion's share of tax dollars, public schools are also criticized for constraining choice by limiting the range of publicly funded options (Witte, 2000). Beyond education, this market logic has increasingly shaped the nature of work in a variety of public organizations such as hospitals, universities and social service agencies in an attempt to rationalize their performance and naturally "weed out" inefficient agents through competition and stark performance indicators (see Freidson, 2001; see Leicht and Fennell, 2001: 22; Persell, 2000: Stein, 2001).
This context has provided fertile ground for educational entrepreneurialism, witnessed by the sharp growth of consultants and test prep companies, private preschools, tutoring businesses, private schools, proprietary colleges..."
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