ABSTRACT
This chapter critiques existing shadow education discourse and research. Using the notion of post-truth and postmodernist theory, the authors deconstruct the epistemic justifications that guide shadow education to a certain truth. The discussion draws on understandings of the post-truth era wherein “truth” is often normalized by emotions, beliefs, and inertia of research approaches, rather than empirical evidence from different epistemologies informed by local history and culture. The authors critique the dominant discourse on shadow education in terms of philosophical underpinnings, research methodologies, research topics, and researchers’ perceptions about shadow education. Next, they explore emerging – and relatively under-recognized – research about shadow education and how it affects students and their academic success. Finally, they build on critiques and new ideas to develop the new concept of learning capital, which scholars can apply in new theories to help clarify academic success among students.
