Reanalisando Teach for America: Uma base conceitual para a próxima geração de análises

Autores

  • 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

Palavras-chave:

Teach For America, desigualdade racial, empresários políticos, liderança educacional, reforma da educação urbana, redes de poder

Resumo

Neste artigo, apresentamos uma base teórica e conceitual para o estudo de Teach For America (TFA) como um movimento político e social com bases ideológicas e políticas implícitas e explícitas. Sustentamos que o segundo ponto do documento que apresenta a missão de TFA, indicando que o espaço de maior influência na educação pública não são as salas de aula, mas seu papel para facilitar a entrada a seus membros a posições de liderança destinados a re-fazer da escola pública deve ser entendido em termos de a) infusão de "empreendedores políticos" no processo de organização política de educação;: b) desenvolvimento de redes poderosas com interesses elitistas; c) a promoção de modelos de liderança de gestão "corporativa"; e, d) promoção entre membros da TFA de identidades de classe raciais e sociais com melhores chances de entrada em redes políticas e liderança. Nossa base conceitual é informada pela pesquisa bibliográfica sobre TFA, dados de entrevistas com 150 alunos, e as nossas observações do 20º aniversário da TFA e encontro de cúpula em Washington, DC, como um caso ilustrativo das mensagens e orientação geral sobre reforma educacional. Conclui-se que esta base conceitual ilumina aspectos pouco estudados das motivações políticas e ideológicas por trás das atividades da organização.

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Biografia do Autor

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

Como Citar

Scott, J., Trujillo, T., & Rivera, M. D. (2016). Reanalisando Teach for America: Uma base conceitual para a próxima geração de análises. Arquivos Analíticos De Políticas Educativas, 24, 12. https://doi.org/10.14507/epaa.24.2419

Edição

v. 24 (2016)

Seção

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