ABSTRACT
This study describes the status and role of shadow education for elementary, middle, and high school students in South Korea. Based on five forms of shadow education, the author explains the status and contributions of shadow education to students’ school learning and educational development. From the perspective of currere, the author analyzes students’ experiences and the interpretation of their experiences in various forms of shadow education. This study contributes to the literature by offering what is arguably the first chronological systemic review of the characteristics of shadow education for different school levels. In this respect, this chapter provides a scholarly approach to understanding shadow education according to different school levels. The author compares and contrasts the various avenues within each category and comments on their relevance with regard to public education. This information could have implications for educational reform and inform policy drafting with regard to public education.
