<abstract xmlns="http://www.w3.org/1999/xhtml"><p>Over the past few decades there has been a rapid expansion in alternative ‘fast track’ routes for teacher preparation. Among the most aggressive of these are Teach for All (TFA) schemes characterized not only by their ultra fast entry to teaching (6 - 7 week course) but also by their underlying philosophy that the so called ‘crisis’ in poor rural and urban schools can be solved by attracting the ‘best and brightest’ university graduates for a two year appointment in ‘difficult to staff’ schools. With its missionary zeal TFA is heralded by some as one way to solve socio- -educational problems that governments cannot. Others condemn such schemes as not only patronizing, but also as part of an ideologically driven and deliberate neoliberal attack on public education, teachers, teacher professionalism and working class or ‘other’ communities. Recently Teach for All came knocking on New Zealand’s door. Concerned about the possible implications of this for the teaching profession and education more generally, the New Zealand Post Primary Teachers Association (PPTA) Te Wehengarua commissioned a review of the international literature on TFA schemes. This paper synthesizes some of the key findings of this review with particular focus on TFA’s marketing strategies and the connections TFA schemes have with so called social entrepreneurs or venture philanthropists, many of whom are actively and aggressively engaged in shaping educational reforms in line with neoliberal agendas.</p></abstract>

Over the past few decades there has been a rapid expansion in alternative ‘fast track’ routes for teacher preparation. Among the most aggressive of these are Teach for All (TFA) schemes characterized not only by their ultra fast entry to teaching (6 - 7 week course) but also by their underlying philosophy that the so called ‘crisis’ in poor rural and urban schools can be solved by attracting the ‘best and brightest’ university graduates for a two year appointment in ‘difficult to staff’ schools. With its missionary zeal TFA is heralded by some as one way to solve socio- -educational problems that governments cannot. Others condemn such schemes as not only patronizing, but also as part of an ideologically driven and deliberate neoliberal attack on public education, teachers, teacher professionalism and working class or ‘other’ communities. Recently Teach for All came knocking on New Zealand’s door. Concerned about the possible implications of this for the teaching profession and education more generally, the New Zealand Post Primary Teachers Association (PPTA) Te Wehengarua commissioned a review of the international literature on TFA schemes. This paper synthesizes some of the key findings of this review with particular focus on TFA’s marketing strategies and the connections TFA schemes have with so called social entrepreneurs or venture philanthropists, many of whom are actively and aggressively engaged in shaping educational reforms in line with neoliberal agendas.

Is ‘Teach for All’ knocking on your door?

Murdoch University, School of Education, South Street, Murdoch 6150, Western Australia

Journal of Pedagogy

{"article-title":"Is \u2018Teach for All\u2019 knocking on your door?"}

Over the past few decades there has been a rapid expansion in alternative ‘fast track’ routes for teacher preparation. Among the most aggressive of these are...

Is ‘Teach for All’ knocking on your door?

Published Online: Apr 03, 2013

Page range: 98 - 110

DOI: https://doi.org/10.2478/jped-2013-0006

Keywords
teacher preparation, neoliberalism, philanthropists, human capital, teach for all

This content is open access.

Is ‘Teach for All’ knocking on your door?

Published Online: Apr 03, 2013

Page range: 98 - 110

DOI: https://doi.org/10.2478/jped-2013-0006

Keywordsteacher preparation, neoliberalism, philanthropists, human capital, teach for all

This content is open access.

Keywords
teacher preparation, neoliberalism, philanthropists, human capital, teach for all