El gran arco de Teach For America: Un análisis textual de la obra de Wendy Kopp usando la teoría racial crítica

Autores/as

  • Michael Barnes University of Texas - Austin
  • Emily Germain University of Texas - Austin
  • Angela Valenzuela University of Texas - Austin

DOI:

https://doi.org/10.14507/epaa.24.2046

Palabras clave:

teoría crítica de la raza, análisis textual, neoliberalismo, pedagogía culturalmente relevante

Resumen

Leímos y analizamos 165.000 palabras escritas por Wendy Kopp (Kopp, 1989, 2001; Kopp y Farr, 2011) la fundadora de Teach For America (TFA) y descubrimos una serie de contra-historias enterradas dentro de un corpus textual, que ofrecen información sobre formas de racismo endémicas en Teach For America. Tres contra-relatos se alinean con el marco de la teoría crítica de la raza (CRT). Específicamente, respondemos a las siguientes preguntas: ¿Qué evidencia de racismo institucional y epistemológico se exponen por un análisis textual CRT del documento fundacional de TFA y obras de Wendy Kopp? ¿Hasta qué punto TFA se ha apropiado del lenguaje de la pedagogía culturalmente relevante, mientras se avanza una ideología neoliberal sin interrogarla? Y, ¿en qué medida la contribución de TFA a una "cultura del logro" (Kopp y Farr, 2011) constituyen un "empobrecimiento cultural" (Ladson-Billings, 2006a), que permite daños reales en comunidades de color?

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Biografía del autor/a

Michael Barnes, University of Texas - Austin

Michael Barnes is a doctoral student in the Educational Policy and Planning program.  His research interests include a dual emphasis on addressing excellence and equity within K-12 education systems.  For equity, his focus is on how our systemic racial and cultural biases reproduce and perpetuate inequality, even while individual actors within the system are well intentioned.

Emily Germain, University of Texas - Austin

Emily Germain is a doctoral student in the Education Policy and Planning Program.  Previously, she taught for six years at a public school in the Bronx and a charter school in Austin. Her research focuses on the workings of recent market-based reforms in education and their implications for equity; the relationship between community agency and improving life outcomes for low-income students and families; geography, equity, and opportunity; and sustainable development.

Angela Valenzuela, University of Texas - Austin

Angela Valenzuela is a professor in both the Educational Policy and Planning Program within the Department of Educational Administration at the University of Texas at Austin and holds a courtesy appointment in the Cultural Studies in Education Program within the Department of Curriculum & Instruction.  She also serves as the director of the University of Texas Center for Education Policy. Valenzuela's research and teaching interests are in the sociology of education, minority youth in schools, educational policy, and urban education reform.

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Publicado

2016-02-07

Cómo citar

Barnes, M., Germain, E., & Valenzuela, A. (2016). El gran arco de Teach For America: Un análisis textual de la obra de Wendy Kopp usando la teoría racial crítica. Archivos Analíticos De Políticas Educativas, 24, 14. https://doi.org/10.14507/epaa.24.2046

Número

Vol. 24 (2016)

Sección

Teach For America: Research on Politics, Leadership, Race, and Education Reform