Shadow Education as Text of “Curriculum of Difference”: Nomadic Inquiry

Abstract

This chapter explores potential inquiry perspectives for research about shadow education. The authors propose a form of ‘nomadic inquiry,’ in which research not characterized by fidelity to a master narrative, but by transformations of concepts, ideas, and representations that welcome difference. Invoking shadow education as a text of ‘difference,’ the authors suggest topics and approaches for future studies on shadow education. This chapter is an invitation to curriculum scholars around the world to consider the phenomenon of shadow education within their own inquires. The authors hope that by incorporating new understandings and insights from different perspectives, the field of curriculum studies can benefit and the concepts of education and curriculum can evolve alongside the changing ecology of education.