打印

作者

Julian Vasquez Heilig, T. Jameson Brewer, Amber K. Kim, Miguel Sanchez

来源

URBAN EDUCATION,Vol.56,Issue4,P.610–639

语言

英文

关键字

作者单位

1University of Kentucky, KY, USA;2University of North Georgia, Dahlonega, GA, USA;3Independent Scholar, Denver, CO, USA;4California State University, Sacramento, CA, USA

摘要

To analyze the counternarrative in the public discourse surrounding Teach For America (TFA), this paper represents the first digital ethnography in education policy. We conduct a qualitative analysis of Truth For America, an education policy podcast. We found four overarching themes that arose from conversations with respondents: (1) problematic practice, preparation, and pedagogy; (2) concerns linked to critiquing TFA and the organization’s responses to that critique; (3) issues related to race and diversity; and (4) disconcerting funding practices and political power. We conclude by discussing the implications of how individual-level stakeholder experiences inform the public discourse about TFA.