Table Of ContentExamining Teach For All
ExaminingTeachForAllbringstogetherresearchfocusedonTeachForAllandits
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
andresearchmethodologies,thechapterscollectivelyhighlightthewaysinwhich
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.
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.
Oxford Studies in Comparative Education
Series editor: David Phillips, University of Oxford
Oxford Studies in Comparative Education explores a range of issues relevant to the
field of comparative education. With a focus on innovative research of wide
international interest, it brings together the work of established and emerging
authors and researchers. The series comprises both edited volumes and single-
authored booksthatexplorethevibrantfield ofcomparative educationandwill
be of wide relevance to academics and students interested in comparative
inquiry, its methods and its lessons.
Previously published by Symposium Books from 1991 to 2018, this long-
established series has a history of publishing quality titles across a huge range
of topics.
Books in this series include:
North American Scholars of Comparative Education
Examining the Work and Influence of Notable 20th Century Comparativists
Edited by Erwin Epstein
British Scholars of Comparative Education
Examining the Work and Influence of Notable 19th and 20th Century
Comparativists
Edited by David Phillips
Examining Teach For All
International Perspectives on a Growing Global Network
Edited by Matthew A.M. Thomas, Emilee Rauschenberger, and Katherine
Crawford-Garrett
For more information about this series, please visit: https://www.routledge.
com/Oxford-Studies-in-Comparative-Education/book-series/OSCE
Examining Teach For All
International Perspectives on a Growing
Global Network
Edited by
Matthew A.M. Thomas,
Emilee Rauschenberger and
Katherine Crawford-Garrett
Firstpublished2021
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Contents
List of illustrations viii
List of contributors ix
Foreword by Fazal Rizvi xv
List of abbreviations xviii
PART I
Laying the foundation 1
1 Examining Teach For All: An introduction 3
KATHERINECRAWFORD-GARRETT,EMILEERAUSCHENBERGERAND
MATTHEWA.M.THOMAS
2 From Teach For America to Teach First: The initial expansion
overseas 13
EMILEERAUSCHENBERGER
3 A growing global network: The development of international
research on Teach For All 36
MATTHEWA.M.THOMAS,KATHERINECRAWFORD-GARRETTAND
EMILEERAUSCHENBERGER
PART II
Diffusion and adaptation 61
4 The origin and adaptation of Teach First Norway 63
KATRINENESJE
5 The Teach For All ‘brand’: Exploring TFA’s successful
transferability through case studies of Teach South Africa and
Teach First 79
JENNYELLIOTT
vi Contents
6 Bringing a global model to the Lebanese education context:
Adaptation or adoption? 96
MAISSAMNIMERANDNISRINEMAKKOUK
PART III
Politics and policies 115
7 Teach For Bangladesh as a de facto social enterprise: What is it and
where is it going? 117
RINOWISEMANADHIKARYANDBOBLINGARD
8 Mobilising the philanthropic neoliberalisation of
Teach For All in Spain 138
GEOSAURA
9 Teacher educators and the pedagogical and curriculum complexity
of Teach For All in Australia 157
JULIANNEMOSS,TREVORMCCANDLESS,BERNADETTEWALKER-GIBBS,
MARYDIXON,DANIELLEHITCH,KATEJOHNSTONEANDJILLLOUGHLIN
10 Teach First Cymru: Whose mission? Teach First and the Welsh
Government’s ‘National Mission’ for education 179
ALEXSOUTHERN
PART IV
Teaching and leading 201
11 Imagining and realising ‘good quality education’: Capital
mobilisation by elite graduates of prestigious universities teaching
in rural Chinese schools 203
YUEMELODYYINANDKARENDOOLEY
12 Professional duties and support for Teach For All fellows as
reported by school principals: A case study of two European
countries 221
SARAHSCHNEIDERANDHERMANNJOSEFABS
13 Unpacking Teach For All’s conceptualisation of leadership through
the ‘Teach For All Talks’ series 243
ROLFSTRAUBHAAR
Contents vii
PART V
Conclusion 265
14 Final thoughts on Teach For All: From where and where to? 267
MATTHEWA.M.THOMAS,EMILEERAUSCHENBERGERAND
KATHERINECRAWFORD-GARRETT
Index 276
Illustrations
Figures
8.1 ExE policy network generated through Gephi software 145
12.1 Frequency of fellows’ professional duties according to principals
in Bulgaria and Austria 232
12.2 Elements of teacher induction programmes in Bulgaria and
Austria 234
12.3 Mean values of the principals’ assessment of levels of cooperation
between fellows and teachers in a range of content areas 236
Tables
3.1 List of established TFAll programmes in chronological order as of
2019 42
3.2 Regional breakdown of Teach For All programmes in 2019 45
4.1 Overview of themes in the participants’ narratives 69
5.1 Gathering of data for case studies into Teach First UK and Teach
South Africa 84
10.1 How trainee teachers on the GTP and Teach First described a
‘good’ teacher 189
10.2 How trainee teachers on the GTP and Teach First defined
‘professionalism’ 189
11.1 Demographic characteristics of interviewees 207
11.2 Good quality education for the rural classroom 208
12.1 Sample – gender and age 230
13.1 TFAll Talks participants 248
Contributors
Editors
Katherine Crawford-Garrett is an Associate Professor of Teacher Education,
Educational Leadership and Policy at the University of New Mexico. She
holds a EdD from the University of Pennsylvania as well as degrees from
Boston and Colgate universities. Her areas of scholarship include neoliberal
contexts of schooling, teacher activism, critical literacy, and feminism. She is
the recipient of the 2016 Fulbright US Scholar Award to study TeachFirst
NZ, a programme that prepares university graduates in New Zealand to
work in low-decile schools. She is also the author of the book Teach For
America and the struggle for urban school reform and articles in leading peer-
reviewed journals such as the American Educational Research Journal and
Teaching and Teacher Education.
Emilee Rauschenberger is an ESRC-funded White Rose DTP Postdoctoral
Fellow at Manchester Metropolitan University. She is working on further
research that critically examines the spread of ‘Teach For/First’ programmes
in Europe and the Teach For All network. Originally from the US, Emilee
earned her BA in Political Science and Journalism from New York Uni-
versity and her MA in Teaching from Johns Hopkins University in Balti-
more, where she also completed the Teach For America programme. She
then went on to work briefly for Teach First in the UK before completing
her PhD at the University of Edinburgh. Her main areas of interest are the
processes of education privatisation, the global governance of education, and
policy transfer, with a particular interest in the role of policy entrepreneurs
in policymaking.
Matthew A.M. Thomas is a Senior Lecturer in Comparative Education and
Sociology of Education at the University of Sydney. He holds a PhD in
comparative and international development education from the University
of Minnesota and an MA from Columbia University, Teachers College.
Matthew has worked as a public school teacher, teacher educator,
researcher, and consultant across diverse contexts, including in Australia,
