Examining?Teach For All International Perspectives on a Growing Global Network

*Winner, 2022 Outstanding Book Award from the Society of Professors of Education* *Winner, 2021 Book Award from the Globalization and Education SIG, Comparative and International Education Society* 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.

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

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