Teach for All counter-narratives : international perspectives on a global reform

164 Pages·2019·6.062 MB·English

by  Brewer, T. Jameson, DeMarrais, Kathleen Bennett, McFadden, Kelly L.

Teach For All
Founded in 1989, Teach For America (TFA) has grown into a massive organization with a
T
presence across the United States and has expanded internationally to 46 countries. TFA’s E
A
international expansion through Teach For All (TFAll) coincides with a broader exportation of C
H
neoliberal education reform ideologies across the globe. As a follow up to Teach For America Counter-Narratives
F
Counter-Narratives: Alumni Speak Up and Speak Out (Peter Lang, 2015), this text is the O
R
first to provide a glimpse into the first-hand experiences of those impacted by the colonizing

A
nature of TFAll and the global education reform movement of privatization. M
E
R
international perspectives
I
C
A
on a global reform movement
C
O
U
T. Jameson Brewer, Ph.D. is Assistant Professor of Social Foundations N
T
of Education at the University of North Georgia. His teaching experience E
R
spans from the middle school, high school, undergraduate, masters, and
-
N
doctoral levels. His research focuses on the impact of privatization of
A
public education by way of school vouchers, charter schools, alternative R
R
teacher certification, homeschooling, and venture philanthropy. A
T
I
V
Kathleen deMarrais is a professor in the Department of Lifelong E
S
Education, Administration, and Policy at the University of Georgia. With

a background in sociology and anthropology of education, she serves as

B
a qualitative methodologist in UGA’s Qualitative Research Program. Her
r
e
research focuses on qualitative methodologies, qualitative pedagogy, w
e
and the history and funding of conservative philanthropists in the United r,
d
States and their impact on educational policy and practice. e
M
a
r
r
a
Kelly L. McFaden, Ph.D. is Associate Professor and Coordinator in is
the Social Foundations of Education program at the University of North , &

Georgia. Previously a middle and high school teacher, she now focuses M
c
on teaching social justice and equity-based pedagogies to undergrad- F
a
d
uate and graduate students. Her research focuses on broad issues of e
n
social justice, gender and queer studies, and comparative and interna- E
d
tional education. s
.
P
E
T
E
R
L edited by
A
N
G
T. Jameson Brewer, Kathleen deMarrais, & Kelly L. McFaden
www.peterlang.com
Cover photo: Kelly L. McFaden
Teach For All
Founded in 1989, Teach For America (TFA) has grown into a massive organization with a
T
presence across the United States and has expanded internationally to 46 countries. TFA’s E
A
international expansion through Teach For All (TFAll) coincides with a broader exportation of C
H
neoliberal education reform ideologies across the globe. As a follow up to Teach For America Counter-Narratives
F
Counter-Narratives: Alumni Speak Up and Speak Out (Peter Lang, 2015), this text is the O
R
first to provide a glimpse into the first-hand experiences of those impacted by the colonizing

A
nature of TFAll and the global education reform movement of privatization. M
E
R
international perspectives
I
C
A
on a global reform movement
C
O
U
T. Jameson Brewer, Ph.D. is Assistant Professor of Social Foundations N
T
of Education at the University of North Georgia. His teaching experience E
R
spans from the middle school, high school, undergraduate, masters, and
-
N
doctoral levels. His research focuses on the impact of privatization of
A
public education by way of school vouchers, charter schools, alternative R
R
teacher certification, homeschooling, and venture philanthropy. A
T
I
V
Kathleen deMarrais is a professor in the Department of Lifelong E
S
Education, Administration, and Policy at the University of Georgia. With

a background in sociology and anthropology of education, she serves as

B
a qualitative methodologist in UGA’s Qualitative Research Program. Her
r
e
research focuses on qualitative methodologies, qualitative pedagogy, w
e
and the history and funding of conservative philanthropists in the United r,
d
States and their impact on educational policy and practice. e
M
a
r
r
a
Kelly L. McFaden, Ph.D. is Associate Professor and Coordinator in is
the Social Foundations of Education program at the University of North , &

Georgia. Previously a middle and high school teacher, she now focuses M
c
on teaching social justice and equity-based pedagogies to undergrad- F
a
d
uate and graduate students. Her research focuses on broad issues of e
n
social justice, gender and queer studies, and comparative and interna- E
d
tional education. s
.
P
E
T
E
R
L edited by
A
N
G
T. Jameson Brewer, Kathleen deMarrais, & Kelly L. McFaden
www.peterlang.com
Cover photo: Kelly L. McFaden
Teach For All
Founded in 1989, Teach For America (TFA) has grown into a massive organization with a
T
presence across the United States and has expanded internationally to 46 countries. TFA’s E
A
international expansion through Teach For All (TFAll) coincides with a broader exportation of C
H
neoliberal education reform ideologies across the globe. As a follow up to Teach For America Counter-Narratives
F
Counter-Narratives: Alumni Speak Up and Speak Out (Peter Lang, 2015), this text is the O
R
first to provide a glimpse into the first-hand experiences of those impacted by the colonizing

A
nature of TFAll and the global education reform movement of privatization. M
E
R
iTnetaecrhn aFtoior nAalll perspectives
I
C
A
C Coonu an tgelro-Nbaalrr rateifvoesrm movement
O
U

T. Jameson Brewer, Ph.D. is Assistant Professor of Social Foundations N
T
of Education at the University of North Georgia. His teaching experience E
R
spans from the middle school, high school, undergraduate, masters, and
-
N
doctoral levels. His research focuses on the impact of privatization of
A
public education by way of school vouchers, charter schools, alternative R
R
teacher certification, homeschooling, and venture philanthropy. A
T
I
V
Kathleen deMarrais is a professor in the Department of Lifelong E
S
Education, Administration, and Policy at the University of Georgia. With

a background in sociology and anthropology of education, she serves as

B
a qualitative methodologist in UGA’s Qualitative Research Program. Her
r
e
research focuses on qualitative methodologies, qualitative pedagogy, w
e
and the history and funding of conservative philanthropists in the United r,
d
States and their impact on educational policy and practice. e
M
a
r
r
a
Kelly L. McFaden, Ph.D. is Associate Professor and Coordinator in is
the Social Foundations of Education program at the University of North , &

Georgia. Previously a middle and high school teacher, she now focuses M
c
on teaching social justice and equity-based pedagogies to undergrad- F
a
d
uate and graduate students. Her research focuses on broad issues of e
n
social justice, gender and queer studies, and comparative and interna- E
d
tional education. s
.
P
E
T
E
R
L edited by
A
N
G
T. Jameson Brewer, Kathleen deMarrais, & Kelly L. McFaden
www.peterlang.com
Cover photo: Kelly L. McFaden
This book is part of the Peter Lang Education list.
Every volume is peer reviewed and meets
the highest quality standards for content and production.
PETER LANG
New York • Bern • Berlin
Brussels • Vienna • Oxford • Warsaw
Teach For All
Counter-Narratives
International Perspectives
on a Global Reform Movement
Edited by T. Jameson Brewer,
Kathleen deMarrais, & Kelly L. McFaden
PETER LANG
New York • Bern • Berlin
Brussels • Vienna • Oxford • Warsaw
Library of Congress Cataloging-in-Publication Data
Names: Brewer, T. Jameson, editor. | DeMarrais, Kathleen Bennett, editor. |
McFaden, Kelly L., editor.
Title: Teach for All counter-narratives: international perspectives on a
global reform / edited by T. Jameson Brewer, Kathleen deMarrais, and
Kelly L. McFaden.
Description: New York: Peter Lang, 2020.
Includes bibliographical references and index.
Identifiers: LCCN 2019032395 | ISBN 978-1-4331-7212-0 (hardback: alk. paper)
ISBN 978-1-4331-7211-3 (paperback: alk. paper) | ISBN 978-1-4331-5716-5 (ebook pdf)
ISBN 978-1-4331-5717-2 (epub) | ISBN 978-1-4331-5718-9 (mobi)
Subjects: LCSH: Educational equalization—Case studies. | Educational
Change—Case studies. | People with social disabilities—Education—Case
studies. | Teach for All (Project)—Case studies.
Classification: LCC LC213 .T43 | DDC 379.2/6—dc23
LC record available at https://lccn.loc.gov/2019032395
DOI 10.3726/b14043
Bibliographic information published by Die Deutsche Nationalbibliothek.
Die Deutsche Nationalbibliothek lists this publication in the “Deutsche
Nationalbibliografie”; detailed bibliographic data are available
on the Internet at http://dnb.d-nb.de/.
© 2020 Peter Lang Publishing, Inc., New York
29 Broadway, 18th floor, New York, NY 10006
www.peterlang.com
All rights reserved.
Reprint or reproduction, even partially, in all forms such as microfilm,
xerography, microfiche, microcard, and offset strictly prohibited.
TJB: for Abigail & Addison, who broadened my view of the world.
KD: for Jennifer Walker Marin, a wonderful teacher and scholar.
KLM: for Luna, whose insistence on living in the moment
makes everything seem manageable.

Table of Contents

List of Illustrations ix
Introduction 1
T. Jameson Brewer, KaThleen demarrais, and Kelly l. mcFaden
Section I: Colonialism, Social Justice, Inequality, and
Deficit Ideologies
1. The Non-Project 13
Jenny ellioTT
2. A Tale from the Tail of the Fish 25
nicKie muir
3. Disparities Between Expectations and Impact in Fellows’ Experience
of an Alternative Teaching Program in China 39
yue melody yin and hilary hughes
4. Teach First Ask Questions Later: Experiencing a Policy Entrepreneur
in New Zealand 55
sam oldham
Section II: Leadership Cultivation Over Teaching
5. Leaders in the Community or Educators in the Classroom?
Problematic Dual Roles of Fellows at Teach For China 69
sara g. lam, TongJi PhiliP Qian and Fan ada wang
6. Teach For All in Latvia: A Case Study and Warning to the World 83
elīna Bogusa and leva Bērzina
viii TaBle oF conTenTs
7. Meritocracy and Leadership: The Keys to Social and Educational Change
According to Enseñá por Argentina 93
vicToria maTozo and adriana saavedra
8. “We aren’t teachers, we are leaders”: Situating the Teach
For India Programme 113
vidya K. suBramanian
9. Sign of the Times: Teach For Sweden and the Broken Swedish
Education System 135
P.s. myers
Index 149