1st Edition

Examining Teach For All
International Perspectives on a Growing Global Network




ISBN 9780367336486
Published July 29, 2020 by Routledge
300 Pages 4 B/W Illustrations

USD $160.00

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Book Description

Examining Teach For All brings together research focused on Teach For All and its 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 and research methodologies, the chapters collectively highlight the ways in which 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.

Table of Contents

Foreword

Fazal Rizvi, University of Melbourne

Part 1: Laying the Foundation

Chapter 1: Examining Teach For All: An Introduction

Katherine Crawford-Garrett, Emilee Rauschenberger and Matthew A.M. Thomas

Chapter 2: From Teach For America to Teach First: The Initial Expansion Overseas

Emilee Rauschenberger

Chapter 3: A growing global network: The development of international research on Teach For All 

Matthew A.M. Thomas, Katherine Crawford-Garrett and Emilee Rauschenberger

Part 2: Diffusion and Adaptation

Chapter 4: The Origin and Adaptation of Teach First Norway

Katrine Nesje

Chapter 5: The Teach For All ‘brand’: Exploring TFA’s successful transferability through case studies of Teach South Africa and Teach First

Jenny Elliott,

Chapter 6: Bringing a Global Model to the Lebanese Education Context: Adaptation or Adoption?

Maissam Nimer and Nisrine Makkouk,

Part 3: Politics and Policies

Chapter 7: Teach for Bangladesh as a de facto social enterprise:  
What is it and where is it going? 

Rino Wiseman Adhikary and Bob Lingard

Chapter 8: Mobilising the philanthropic neoliberalisation of Teach For All in Spain 

 Geo Saura

Chapter 9: Teacher educators and the pedagogical and curriculum complexity of Teach for All in Australia   

Julianne Moss, Trevor Mccandless, Bernadette Walker-Gibbs, Mary Dixon, Danielle Hitch, Kate Johnstone and Jill Loughlin

Chapter 10: Teach First Cymru: Whose Mission? Teach First and the Welsh Government ‘National Mission’ for Education 

Alex Southern

 

Part 4: Teaching and Leading

Chapter 11: Imagining and realising ‘good quality education’:  
Capital mobilisation by elite graduates of prestigious universities teaching in rural Chinese schools 

Yue Melody Yin and Karen Dooley

Chapter 12: Professional Duties and Support for Teach For All Fellows as Reported by School Principals – A Case Study of Two European Countries 

Sarah Schneider and Hermann Josef Abs

Chapter 13: Unpacking Teach For All’s Conceptualisation of Leadership Through the Teach For All Talks Series 

Rolf Straubhaar

Part 5: Conclusion

Chapter 14: Final Thoughts on Teach For All: From where and where to?

Matthew A.M. Thomas, Emilee Rauschenberger and Katherine Crawford-Garrett

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Editor(s)

Biography

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

Reviews

"This book is a welcome addition to the collection of knowledge on Teach for America, Teach First UK, and their subsequent growth into TFAll. The book compiles a valuable collection of research on the TFAll network from a variety of countries and contexts, providing an excellent foundation for the novice and an expansion of insight for more practiced researchers. Its variety of empirical research styles also add to its worth in the field, as it brings a diverse set of frameworks and methodologies."

Abbey Jones, cited in Jones (2020) ‘Examining teach for all: International perspectives on a growing global network, International Studies in Sociology of Education’, DOI: 10.1080/09620214.2020.1857296

"I found this book to be an extremely useful read and would gladly recommend it to others interested in learning more about the empirical work done on the TFAll network. The editors and the contributing authors of this volume have raised several pertinent questions and pointed out the similarities that exist between TFAll affiliates despite the organizations’ claims to foreground local needs and priorities. This book could serve as a critical empirical resource for both researchers and practitioners engaging with new actors like TFAll in the global educational landscape."

Sharanya Menon, cited in Menon, S. (2021). Examining Teach for All: International Perspectives on a Growing Global Network. Nordic Journal of Comparative and International Education (NJCIE), 5(1), 34–36. https://doi.org/10.7577/njcie.4189

"Examining Teach For All is a very informative, well-researched, and well-assembled volume for researchers and thoughtful policy makers as they critique and consider how TFAll is situated within public education across the world. Each thought-provoking chapter, while independent of one another, connects and builds across the text to provide the reader with a nuanced and informed view of the organization and its theoretical underpinnings."

Nick Gesualdi, Teachers College Record, March 01, 2021 https://www.tcrecord.org ID Number: 23619