Re-analizando Teach for America: Un marco conceptual para la próxima generación de análisis

Autores/as

  • Janelle Scott University of California, Berkeley
  • Tina Trujillo University of California-Berkeley
  • Marialena D. Rivera University of California, Berkeley

DOI:

https://doi.org/10.14507/epaa.24.2419

Palabras clave:

Teach For America, desigualdad racial, emprendedores políticos, liderazgo educativo, reforma educativa urbano, redes de poder

Resumen

En este artículo, presentamos un marco conceptual para el estudio de Teach For America (TFA) como movimiento político y social con fundamentos ideológicos y políticos implícitos y explícitos. Sostenemos que el segundo punto del documento que presenta la misión de TFA, indicando que el espacio de mayor influencia en la educación pública no son las aulas, sino su rol para facilitar la entrada en posiciones de liderazgo destinados a la re-hacer la escuela pública, se debe entender en términos de a) infusión de "emprendedores políticos" en procesos de política educativa;: de organización b) desarrollo de redes poderosas con intereses elitistas; c) la promoción de modelos "corporativos" de liderazgo gerencial; y, d) identidades de clase raciales y sociales de los miembros de TFA con mejores posibilidades de entrada en redes políticas y de liderazgo. Nuestro marco conceptual es informado por la literatura existente investigación sobre TFA, datos de entrevistas con 150 alumnos, y nuestras observaciones del 20 Aniversario de TFA y reunión Cumbre en Washington, DC, como un caso ilustrativo de los mensajes de TFA y la orientación general hacia la reforma educativa. Llegamos a la conclusión de que este marco conceptual ilumina aspectos poco estudiados de las motivaciones políticas e ideológicas detrás de las actividades de la organización.

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Biografía del autor/a

Janelle Scott, University of California, Berkeley

Janelle Scott is a Chancellor’s Associate Professor at the University of California, Berkeley, in the Graduate School of Education, Goldman School of Public Policy, and African American Studies Department. She earned a Ph.D. in Education Policy from the University of California at Los Angeles’ Graduate School of Education and Information Studies, and a B.A. in Political Science from the University of California at Berkeley. Before earning her doctorate, she worked as an elementary school teacher in Oakland, California. Scott's research investigates the politics of elite and community based advocacy, the politics of research utilization, and how market-based educational reforms such as school choice and privatization affect democratic accountability and equity within schools and school districts. She is currently working on a William T. Grant funded study of the politics of research utilization and intermediary organizations in Los Angeles and New York City with Christopher Lubienski and Elizabeth DeBray.

Tina Trujillo, University of California-Berkeley

Tina Trujillo is an Associate Professor at the University of California, Berkeley in the Graduate School of Education, and the Faculty Director of UC Berkeley’s Principal Leadership Institute. She earned her Ph.D. in Education from UCLA and her M.A. in Education from the University of Colorado, Boulder. She is a former urban public school teacher, school reform consultant, and educational evaluator. She uses tools from political science and critical policy studies to study the political dimensions of urban educational reform, the instructional and democratic consequences of high-stakes testing and accountability policies for students of color and English Learners, and trends in urban educational leadership. Her work is published in a range of journals, including American Educational Research Journal, Teachers College Record, Journal of Educational Administration, and Educational Evaluation and Policy Analysis. 

Marialena D. Rivera, University of California, Berkeley

Marialena D. Rivera is a doctoral candidate at the University of California Berkeley’s Graduate School of Education in the Policy, Organization, Measurement and Evaluation program, and a 2016 Intercultural Development Research Association, José A. Cárdenas School Finance Fellow. Her research focuses on the politics of education policy, privatization, and school finance. Her dissertation research explores school district debt financing and the politics of privatization.

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Publicado

2016-02-07

Cómo citar

Scott, J., Trujillo, T., & Rivera, M. D. (2016). Re-analizando Teach for America: Un marco conceptual para la próxima generación de análisis. Archivos Analíticos De Políticas Educativas, 24, 12. https://doi.org/10.14507/epaa.24.2419

Número

Vol. 24 (2016)

Sección

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