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Author:   Matthew A.M. Thomas (University of Sydney, Australia) ,  Emilee Rauschenberger (Manchester Metropolitan University, UK) ,  Katherine Crawford-Garrett (University of New Mexico, USA)
Publisher:   Taylor & Francis Ltd
Imprint:   Routledge
Weight:   0.453kg
ISBN:  

9780367523879

ISBN 10:   0367523876
Pages:   280
Publication Date:   29 April 2022
Audience:   College/higher education ,  Tertiary & Higher Education
Format:   Paperback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

Part 1: Laying the Foundation. 1. Examining Teach For All: An Introduction. 2. From Teach For America to Teach First: The Initial Expansion Overseas. 3. A growing global network: The development of international research on Teach For All. Part 2: Diffusion and Adaptation. 4. The Origin and Adaptation of Teach First Norway. 5. The Teach For All ‘brand’: Exploring TFA’s successful transferability through case studies of Teach South Africa and Teach First. 6. Bringing a Global Model to the Lebanese Education Context: Adaptation or Adoption? Part 3: Politics and Policies. 7.Teach for Bangladesh as a de facto social enterprise: What is it and where is it going? 8. Mobilising the philanthropic neoliberalisation of Teach For All in Spain. 9. Teacher educators and the pedagogical and curriculum complexity of Teach for All in Australia. 10. Teach First Cymru: Whose Mission? Teach First and the Welsh Government ‘National Mission’ for Education. Part 4: Teaching and Leading. 11. Imagining and realising ‘good quality education’: Capital mobilisation by elite graduates of prestigious universities teaching in rural Chinese schools. 12. Professional Duties and Support for Teach For All Fellows as Reported by School Principals – A Case Study of Two European Countries. 13. Unpacking Teach For All’s Conceptualisation of Leadership Through the ‘Teach For All Talks’ Series. Part 5: Conclusion. 14. Final Thoughts on Teach For All: From where and where to?

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 Matthew A.M. Thomas, Emilee Rauschenberger and Katherine Crawford-Garrett offer a volume that is rich with methodically eclectic, empirically grounded interrogations into how Teach for All (TfAl) engages with the educational apparatuses of different nations. The collected explorations of the book probes the heretofore under researched global network actor and advances the important work of filling gaps in knowledge and scholarship. P. S. Myers (2021): Examining Teach for All: International Perspectives on a Growing Network, Journal of Education Policy, DOI: 10.1080/02680939.2021.1917211 Examining Teach for All is a timely response to the rapid growth of Teach for All across fifty-five regions covering six continents. The editors and authors offer a significant contribution to the field. Tanushree Sarkar & Vivek Vellanki (2021): Examining Teach For All: International Perspectives on a Growing Global Network, Compare: A Journal of Comparative and International Education, DOI: 10.1080/03057925.2021.1987078

Author Information

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

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