Looking Past the Spin: Teach for America

Autor/in	Miner, Barbara
Titel	Looking Past the Spin: Teach for America
Quelle	In: Rethinking Schools, 24 (2010) 3, S.24-33 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-6855
Schlagwörter	Urban Education; Alternative Teacher Certification; Educational Change; Reputation; Access to Education; Equal Education; Role; Politics of Education; Educational Finance; Unions; Teaching (Occupation); Rural Schools; Privatization; Public Relations; Criticism; Teacher Persistence; Missouri; Wisconsin + Suchen Sie Ihr Suchwort? Stadtteilbezogenes Lernen; Bildungsreform; Education; Access; Bildung; Zugang; Bildungszugang; Rollen; Educational policy; Bildungspolitik; Bildungsfonds; Teaching; Lehrberuf; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Privatisation; Privatisierung; Public relation work; Öffentlichkeitsarbeit; Kritik
Abstract	Teach for America (TFA) is perceived as a major player in the education wars over the future of public schools, and a key ally of those who disparage teacher unions and schools of education, and who are enamored of entrepreneurial reforms that bolster the privatization of a once-sacred public responsibility. But what exactly is TFA's role in these education wars? Who is directing the organization and to what ends? More importantly, what is TFA's role in improving urban education? In two decades, the organization's approach to eliminating educational inequality has not changed: Recruit smart, hard-working graduates from Ivy League and other highly competitive universities, and ask them to take a hiatus from their future careers to commit two years to teaching in a low-income urban or rural school. But leaving aside issues such as poverty and inadequate school funding, it is universally acknowledged that one of the biggest problems in low-performing schools is the revolving door of inadequately prepared teachers. Does TFA's two-years-and-out commitment feed into this problem and thus exacerbate educational inequity? In this article, the author explores TFA. (Contains 1 endnote.) (ERIC).
Anmerkungen	Rethinking Schools, Ltd. 1001 East Keefe Avenue, Milwaukee, WI 53212. Tel: 414-964-9646; Fax: 414-964-7220; e-mail: office@rethinkingschools.org; Web site: http://www.rethinkingschools.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10