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Bringing Teach for America into the Forefront of Teacher Education: Philanthropy Meets Spin
Critical Education (2013)
  • Kathleen P. deMarrais, University of Georgia
  • Julianne Wenner, University of Connecticut
  • Jamie B. Lewis, Georgia Gwinnett College
Abstract
This study examines the practices utilized by TFA from its inception in 1990 to create its brand and how these practices have transformed TFA into a cultural icon within the national landscape of teacher education. Well-funded through both philanthropic foundations, corporate sponsorships, and federal monies, TFA’s use of its organizational and political networks, as well as the media, has enabled it to position itself discursively as a leader in the preparation of teachers in the U.S, resulting not only in transforming state and national discussions about teacher preparation, but in establishing a network of elites with a particular ideology of schooling for impoverished students.
Keywords
  • philanthropy,
  • education policy,
  • Teach for America,
  • teacher education,
  • alternative certification
Publication Date
October 15, 2013
Publisher Statement

This document was originally published by the Institute for Critical Education Studies (ICES) in Critical Education. This work is provided under a Creative Commons Attribution-NonCommerical-NoDerivs 3.0 Unported License. Details regarding the use of this work can be found at: http://creativecommons.org/licenses/by-nc-nd/3.0/.

Citation Information
Kathleen P. deMarrais, Julianne Wenner and Jamie B. Lewis. "Bringing Teach for America into the Forefront of Teacher Education: Philanthropy Meets Spin" Critical Education Vol. 4 Iss. 11 (2013)
Available at: http://works.bepress.com/julianne_wenner/3/