Middle-class mothers’ participation in tutoring for spoken English

Sociological inquiries on parental involvement seldom consider the investments parents make in themselves to realise educational advantages in their children’s schooling. This gap hides the processes underlying class-making and class-produced privileges. Achala Gupta investigates middle-class mothers’ participation in tutoring and coaching for spoken English in Dehradun, India, focusing on their reasons for soliciting such paid tutoring support.

Image courtesy of interviewee

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