This paper employs the lenses of timescapes, themselves shaped by wider conceptions of time, to view evolving patterns of private supplementary tutoring around the world. Such tutoring is commonly called shadow education because much of its content mimics that in regular schooling: curriculum changes in the schools lead to related changes in the shadow. Shadow education has greatly expanded in recent decades, and research on the theme has also expanded but still lags. The phenomenon has far-reaching implications not only as an entity in itself but also for schooling and broader dimensions of society. Employing examples from a wide range of countries, the paper considers categories of clock and calendar time, curricular time, mental-concentration time, and life-cycle time. It shows the value of temporal analysis alongside, and often in conjunction with, spatial analysis of the phenomenon.
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