Examining Teach For All: International Perspectives on a Growing Global Network PDF
Preview Examining Teach For All: International Perspectives on a Growing Global Network
Examining Teach For All ExaminingTeachForAllbringstogetherresearchfocusedonTeachForAllandits affiliate programmes to explore the organisation’s impact on education around the world. Teach For All is an expanding global network of programmes in more than 50 countries that aim to radically transform education systems by recruiting talented graduates to teach for two years in under-resourced schools and developing them into lifelong advocates of reform. The volume offers nuanced insights into the interests and contexts shaping Teach For All and the challenges and possibilities inherent in broader efforts to enact education reform on a global scale. This volume is the first of its kind to present empirical research on the emergence and expansion of Teach For All programmes, which replicate and adapt the Teach For America model around the world. The volume traces the network’s expansion from its initial launch in 2007 to its growing international presence, as chapters present new research from national contexts as diverse as Bangladesh, Lebanon, and Spain. Using evidence from a range of perspectives andresearchmethodologies,thechapterscollectivelyhighlightthewaysinwhich Teach For All and its affiliate programmes are working to alter educational landscapes worldwide. This book will be of great interest for scholars, educators, post-graduate students, and policymakers in the fields of comparative education, teacher education, education leadership, and education policy. It paves the way for future critical inquiry into this expanding global network as well as further investigations of educational change around the world. Matthew A.M. Thomas is a Senior Lecturer in Comparative Education and Sociology of Education at the University of Sydney, Australia. Emilee Rauschenberger is a Post-doctoral Research Fellow at Manchester Metropolitan University, UK. Katherine Crawford-Garrett is an Associate Professor of Teacher Education at the University of New Mexico, USA. Oxford Studies in Comparative Education Series editor: David Phillips, University of Oxford Oxford Studies in Comparative Education explores a range of issues relevant to the field of comparative education. With a focus on innovative research of wide international interest, it brings together the work of established and emerging authors and researchers. The series comprises both edited volumes and single- authored booksthatexplorethevibrantfield ofcomparative educationandwill be of wide relevance to academics and students interested in comparative inquiry, its methods and its lessons. Previously published by Symposium Books from 1991 to 2018, this long- established series has a history of publishing quality titles across a huge range of topics. Books in this series include: North American Scholars of Comparative Education Examining the Work and Influence of Notable 20th Century Comparativists Edited by Erwin Epstein British Scholars of Comparative Education Examining the Work and Influence of Notable 19th and 20th Century Comparativists Edited by David Phillips Examining Teach For All International Perspectives on a Growing Global Network Edited by Matthew A.M. Thomas, Emilee Rauschenberger, and Katherine Crawford-Garrett For more information about this series, please visit: https://www.routledge. com/Oxford-Studies-in-Comparative-Education/book-series/OSCE Examining Teach For All International Perspectives on a Growing Global Network Edited by Matthew A.M. Thomas, Emilee Rauschenberger and Katherine Crawford-Garrett Firstpublished2021 byRoutledge 2ParkSquare,MiltonPark,Abingdon,OxonOX144RN andbyRoutledge 52VanderbiltAvenue,NewYork,NY10017 RoutledgeisanimprintoftheTaylor&FrancisGroup,aninformabusiness ©2021selectionandeditorialmatterMatthewA.M.Thomas,Emilee RauschenbergerandKatherineCrawford-Garrett;individualchapters,the contributors TherightofMatthewA.M.Thomas,EmileeRauschenbergerandKatherine Crawford-Garretttobeidentifiedastheauthorsoftheeditorialmaterial, andoftheauthorsfortheirindividualchapters,hasbeenassertedin accordancewithsections77and78oftheCopyright,DesignsandPatents Act1988. Allrightsreserved.Nopartofthisbookmaybereprintedorreproduced orutilisedinanyformorbyanyelectronic,mechanical,orothermeans, nowknownorhereafterinvented,includingphotocopyingandrecording,or inanyinformationstorageorretrievalsystem,withoutpermissionin writingfromthepublishers. Trademarknotice:Productorcorporatenamesmaybetrademarksor registeredtrademarks,andareusedonlyforidentificationandexplanation withoutintenttoinfringe. BritishLibraryCataloguing-in-PublicationData AcataloguerecordforthisbookisavailablefromtheBritishLibrary LibraryofCongressCataloging-in-PublicationData Acatalogrecordhasbeenrequestedforthisbook ISBN:978-0-367-33648-6(hbk) ISBN:978-0-429-33169-5(ebk) TypesetinBembo byTaylor&FrancisBooks Contents List of illustrations viii List of contributors ix Foreword by Fazal Rizvi xv List of abbreviations xviii PART I Laying the foundation 1 1 Examining Teach For All: An introduction 3 KATHERINECRAWFORD-GARRETT,EMILEERAUSCHENBERGERAND MATTHEWA.M.THOMAS 2 From Teach For America to Teach First: The initial expansion overseas 13 EMILEERAUSCHENBERGER 3 A growing global network: The development of international research on Teach For All 36 MATTHEWA.M.THOMAS,KATHERINECRAWFORD-GARRETTAND EMILEERAUSCHENBERGER PART II Diffusion and adaptation 61 4 The origin and adaptation of Teach First Norway 63 KATRINENESJE 5 The Teach For All ‘brand’: Exploring TFA’s successful transferability through case studies of Teach South Africa and Teach First 79 JENNYELLIOTT vi Contents 6 Bringing a global model to the Lebanese education context: Adaptation or adoption? 96 MAISSAMNIMERANDNISRINEMAKKOUK PART III Politics and policies 115 7 Teach For Bangladesh as a de facto social enterprise: What is it and where is it going? 117 RINOWISEMANADHIKARYANDBOBLINGARD 8 Mobilising the philanthropic neoliberalisation of Teach For All in Spain 138 GEOSAURA 9 Teacher educators and the pedagogical and curriculum complexity of Teach For All in Australia 157 JULIANNEMOSS,TREVORMCCANDLESS,BERNADETTEWALKER-GIBBS, MARYDIXON,DANIELLEHITCH,KATEJOHNSTONEANDJILLLOUGHLIN 10 Teach First Cymru: Whose mission? Teach First and the Welsh Government’s ‘National Mission’ for education 179 ALEXSOUTHERN PART IV Teaching and leading 201 11 Imagining and realising ‘good quality education’: Capital mobilisation by elite graduates of prestigious universities teaching in rural Chinese schools 203 YUEMELODYYINANDKARENDOOLEY 12 Professional duties and support for Teach For All fellows as reported by school principals: A case study of two European countries 221 SARAHSCHNEIDERANDHERMANNJOSEFABS 13 Unpacking Teach For All’s conceptualisation of leadership through the ‘Teach For All Talks’ series 243 ROLFSTRAUBHAAR Contents vii PART V Conclusion 265 14 Final thoughts on Teach For All: From where and where to? 267 MATTHEWA.M.THOMAS,EMILEERAUSCHENBERGERAND KATHERINECRAWFORD-GARRETT Index 276 Illustrations Figures 8.1 ExE policy network generated through Gephi software 145 12.1 Frequency of fellows’ professional duties according to principals in Bulgaria and Austria 232 12.2 Elements of teacher induction programmes in Bulgaria and Austria 234 12.3 Mean values of the principals’ assessment of levels of cooperation between fellows and teachers in a range of content areas 236 Tables 3.1 List of established TFAll programmes in chronological order as of 2019 42 3.2 Regional breakdown of Teach For All programmes in 2019 45 4.1 Overview of themes in the participants’ narratives 69 5.1 Gathering of data for case studies into Teach First UK and Teach South Africa 84 10.1 How trainee teachers on the GTP and Teach First described a ‘good’ teacher 189 10.2 How trainee teachers on the GTP and Teach First defined ‘professionalism’ 189 11.1 Demographic characteristics of interviewees 207 11.2 Good quality education for the rural classroom 208 12.1 Sample – gender and age 230 13.1 TFAll Talks participants 248 Contributors Editors Katherine Crawford-Garrett is an Associate Professor of Teacher Education, Educational Leadership and Policy at the University of New Mexico. She holds a EdD from the University of Pennsylvania as well as degrees from Boston and Colgate universities. Her areas of scholarship include neoliberal contexts of schooling, teacher activism, critical literacy, and feminism. She is the recipient of the 2016 Fulbright US Scholar Award to study TeachFirst NZ, a programme that prepares university graduates in New Zealand to work in low-decile schools. She is also the author of the book Teach For America and the struggle for urban school reform and articles in leading peer- reviewed journals such as the American Educational Research Journal and Teaching and Teacher Education. Emilee Rauschenberger is an ESRC-funded White Rose DTP Postdoctoral Fellow at Manchester Metropolitan University. She is working on further research that critically examines the spread of ‘Teach For/First’ programmes in Europe and the Teach For All network. Originally from the US, Emilee earned her BA in Political Science and Journalism from New York Uni- versity and her MA in Teaching from Johns Hopkins University in Balti- more, where she also completed the Teach For America programme. She then went on to work briefly for Teach First in the UK before completing her PhD at the University of Edinburgh. Her main areas of interest are the processes of education privatisation, the global governance of education, and policy transfer, with a particular interest in the role of policy entrepreneurs in policymaking. Matthew A.M. Thomas is a Senior Lecturer in Comparative Education and Sociology of Education at the University of Sydney. He holds a PhD in comparative and international development education from the University of Minnesota and an MA from Columbia University, Teachers College. Matthew has worked as a public school teacher, teacher educator, researcher, and consultant across diverse contexts, including in Australia,
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