Theorizing and Documenting the Spread of Teach For All and its Impact on Global Education Reform

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Published: Apr 20, 2015
DOI: https://doi.org/10.14507/epaa.v23.2055
Keywords:
Teach For All, Teach For America, education reform

Authors

Rolf Straubhaar
University of Georgia
Daniel Friedrich
Teachers College, Columbia University

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Abstract

Within global education policy, the role of multilateral agencies in pushing cross-national policy borrowing is increasingly being complemented by efforts from private international networks within civil society, such as Teach For All. This introductory article summarizes the scarce extant literature on Teach For All, highlighting the contributions to this growing area of inquiry within this special issue. Especially provocative and fruitful lines of further inquiry surrounding Teach For All and similar policy networks are also highlighted and explored.

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How to Cite
Straubhaar, R., & Friedrich, D. (2015). Theorizing and Documenting the Spread of Teach For All and its Impact on Global Education Reform. Education Policy Analysis Archives, 23, 44. https://doi.org/10.14507/epaa.v23.2055
Issue
Vol. 23 (2015)
Section
Teach For All
Author Biographies

Rolf Straubhaar, University of Georgia

Rolf Straubhaar is a postdoctoral research associate at the University of Georgia’s Center for Latino Achievement and Success in Education (CLASE). Trained as an anthropologist of educational policy, his research examines the spread, adaptation and implementation of educational policies in Brazil, the United States and Mozambique. His work has been published in the Comparative Education Review, Comparative Education, Compare, Education and Urban Society, the High School Journal, and the International Journal of Qualitative Studies in Education, among other sources. His dissertation on the spread of U.S.-based education reforms to Rio de Janeiro was awarded the 2014 Frederick Erickson Outstanding Dissertation Award by the American Anthropological Association’s Council on Anthropology and Education.

Daniel Friedrich, Teachers College, Columbia University

Daniel Friedrich is an Assistant Professor of Curriculum at Teachers College, Columbia University. His research explores the politics of global teacher education reform, as well as issues of memory, political violence and curriculum. His book Democratic Education as a Curricular Problem: Historical Consciousness and the Moralizing Limits of the Present was published by Routledge in 2014. That same year he was awarded the Early Career Scholar Award by the Critical Issues in Curriculum and Cultural Studies Special Interest Group at AERA.