Teach for Americas Paradoxical Diversity Initiative: Race, Policy, and Black Teacher Displacement in Urban Public SchoolsReport as inadecuate




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Education Policy Analysis Archives, v24 n16 Feb 2016

This article examines the paradox of Teach For America's diversity gains and its support for policies that contribute to Black teacher decline in urban communities. TFA has countered claims that its expansion is connected to teacher displacement, but its two-pronged structure--as an alternative certification program and an influential policy actor via its leadership model for education reform--requires a critical analysis of the impact of its policy commitments on Black teachers. I propose steps to better align TFA's policy orientations with its diversity values by leveraging TFA's policy influence to support better working conditions for teachers in urban schools, democratic school turnarounds, and teacher organizing linked to broad social justice movements.

Descriptors: Public Schools, Urban Schools, African American Teachers, Policy Analysis, Diversity (Faculty), Faculty Mobility, Disproportionate Representation, Teacher Recruitment, Teacher Persistence, Literature Reviews, Educational Policy, Sociocultural Patterns, Teacher Placement, Racial Segregation, Organizational Culture, Organizational Climate, Teacher Empowerment

Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu





Author: White, Terrenda

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=2984&id=EJ1092012







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