Teach For All Counter-Narratives -

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Résumé :

List of Illustrations - T. Jameson Brewer/Kathleen deMarrais/Kelly L. McFaden: Introduction - Jenny Elliott: The Non-Project - Nickie Muir: A Tale from the Tail of the Fish - Yue Melody Yin/Hilary Hughes: Disparities Between Expectations and Impact in Fellows' Experience of an Alternative Teaching Program in China - Sam Oldham: Teach First Ask Questions Later: Experiencing a Policy Entrepreneur in New Zealand - Sara G. Lam/Tongji Philip Qian/Fan Ada Wang: Leaders in the Community or Educators in the Classroom? Problematic Dual Roles of Fellows at Teach For China - El?na Bogusa/leva B?rzina: Teach For All in Latvia: A Case Study and Warning to the World - Victoria Matozo/Adriana Saavedra: Meritocracy and Leadership: The Keys to Social and Educational Change According to Ense?? por Argentina - Vidya K. Subramanian: We aren't teachers, we are leaders: Situating the Teach For India Programme - P.S. Myers: Sign of the Times: Teach For Sweden and the Broken Swedish Education System - Index.

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Biographie:
T. Jameson Brewer, Ph.D. is Assistant Professor of Social Foundations of Education at the University of North Georgia. His teaching experience spans from the middle school, high school, undergraduate, masters, and doctoral levels. His research focuses on the impact of privatization of public education by way of school vouchers, charter schools, alternative teacher certification, homeschooling, and venture philanthropy. Kathleen deMarrais is a professor in the Department of Lifelong Education, Administration, and Policy at the University of Georgia. With a background in sociology and anthropology of education, she serves as a qualitative methodologist in UGA?s Qualitative Research Program. Her research focuses on qualitative methodologies, qualitative pedagogy, and the history and funding of conservative philanthropists in the United States and their impact on educational policy and practice. Kelly L. McFaden, Ph.D. is Associate Professor and Coordinator in the Social Foundations of Education program at the University of North Georgia. Previously a middle and high school teacher, she now focuses on teaching social justice and equity-based pedagogies to undergraduate and graduate students. Her research focuses on broad issues of social justice, gender and queer studies, and comparative and international education.

Sommaire:

List of Illustrations - T. Jameson Brewer/Kathleen deMarrais/Kelly L. McFaden: Introduction - Jenny Elliott: The Non-Project - Nickie Muir: A Tale from the Tail of the Fish - Yue Melody Yin/Hilary Hughes: Disparities Between Expectations and Impact in Fellows' Experience of an Alternative Teaching Program in China - Sam Oldham: Teach First Ask Questions Later: Experiencing a Policy Entrepreneur in New Zealand - Sara G. Lam/Tongji Philip Qian/Fan Ada Wang: Leaders in the Community or Educators in the Classroom? Problematic Dual Roles of Fellows at Teach For China - Elina Bogusa/leva Berzina: Teach For All in Latvia: A Case Study and Warning to the World - Victoria Matozo/Adriana Saavedra: Meritocracy and Leadership: The Keys to Social and Educational Change According to Ense?? por Argentina - Vidya K. Subramanian: We aren't teachers, we are leaders: Situating the Teach For India Programme - P.S. Myers: Sign of the Times: Teach For Sweden and the Broken Swedish Education System - Index.