Read more
This book examines the role of Teach For China in addressing educational equity and expanding public participation in education. The author uses the case of Teach For China to explore the broader theme of the mobility of education models between contexts characterized by neoliberalism and those characterized by strong state control. Transnational advocacy networks are increasingly influential in the education policy making process. These networks, comprised of entrepreneurs and education corporations, think tanks, philanthropists, and government agencies, facilitate the global mobility of policy models. It is widely accepted that an education model should not be transplanted from one context to another without careful consideration of how contextual differences might impact the model's effectiveness. The book explores the argument that the same model is not only quantitatively different in terms of effectiveness, but that models can play qualitatively different roles in neoliberal and strong-state contexts, sometimes moving education reform in opposite directions.
The book will appeal to anyone interested in global teacher education reform and equity in education.
List of contents
Acknowledgements Part One – Teach For America, Teach For All and Teach For China 1. Chapter One: Introduction 2. Chapter Two: Teach For America, Teach For All and Global Policy Networks 3. Chapter Three: The Development of Teach For China Part Two - Teach For China and Educational Equity 4. Chapter Four: Teach For China as a Response to Teacher Shortage 5. Chapter Five: Espoused and Practiced Conceptions of Quality Education in Teach For China Part Three - Teach For China and Public Participation in Education 6. Chapter Six: Engaging Public Participation on the Macro Level: Inclusive Representation in Teach For China 7. Chapter Seven: Engaging Public Participation on the Micro Level: Individual Fellows and Local Communities 8. Chapter Eight: Conclusion Appendix I: Research Methods Appendix II: Protocol for Interviews with Fellows Index
About the author
Sara Lam is an assistant professor of education at the University of Minnesota, Morris. Her research and teaching focus on educational equity and democratic participation in education in rural areas of China and the United States. She is a co-founder and board member of the Rural China Education Foundation.
Summary
This book examines the role of Teach For China in addressing educational equity and expanding public participation in education. The author uses the case of Teach For China to explore the broader theme of the mobility of education models between contexts characterized by neoliberalism and those characterized by strong state control.
