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Is 'Teach for all' knocking on your door?

Price, A. and McConney, A. (2013) Is 'Teach for all' knocking on your door? Journal of Pedagogy, 4 (1). pp. 98-110.

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Over the past few decades there has been a rapid expansion in alternative 18fast track 19 routes for teacher preparation. Among the most aggressive of these are Teach for All (TFA) schemes characterized not only by their ultra fast entry to teaching (6 - 7 week course) but also by their underlying philosophy that the so called 18crisis 19 in poor rural and urban schools can be solved by attracting the 18best and brightest 19 university graduates for a two year appointment in 18difficult to staff 19 schools. With its missionary zeal TFA is heralded by some as one way to solve socio- -educational problems that governments cannot. Others condemn such schemes as not only patronizing, but also as part of an ideologically driven and deliberate neoliberal attack on public education, teachers, teacher professionalism and working class or 18other 19 communities. Recently Teach for All came knocking on New Zealand 19s door. Concerned about the possible implications of this for the teaching profession and education more generally, the New Zealand Post Primary Teachers Association (PPTA) Te Wehengarua commissioned a review of the international literature on TFA schemes. This paper synthesizes some of the key findings of this review with particular focus on TFA 19s marketing strategies and the connections TFA schemes have with so called social entrepreneurs or venture philanthropists, many of whom are actively and aggressively engaged in shaping educational reforms in line with neoliberal agendas.

Publication Type: Journal Article
Murdoch Affiliation: School of Education
Publisher: Walter De Gruyter
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