Reshaping the Landscape of Daytime and Shadow Education: Decentering Power Dynamics in Transboundary Learning Culture and Schooling in China

Most research bodies rest on a fixed boundary between daytime and shadow education until some recent literature investigates their dyadic relationships. Ineffective policies toward shadow education often come when countries fail to understand such relationships. With the nomadic inquiry, this article aims to reshape the whole landscape of daytime and shadow education under the double reduction policy (DRP) in China using the Foucaultian and Deleuze & Guattari's frameworks with policymaking implications. Firstly, it depicts key features of the transboundary learning culture and schooling system (TLCS) connecting daytime and shadow education and uncovers those power relations among state and non-state actors under DRP in China. Secondly, it addresses crossing-over research boundaries using the nomadic inquiry from international perspectives. Notably, traditional research agendas in daytime education can be “transferred” into shadow education and even to the whole realm of TLCS.