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A Digital Ethnography Of Teach For America: Analysis Of Counternarrative From The Truth For America Podcast, Julian Vasquez Heilig, T. Jameson Brewer, Amber K. Kim, Miguel Sanchez
A Digital Ethnography Of Teach For America: Analysis Of Counternarrative From The Truth For America Podcast, Julian Vasquez Heilig, T. Jameson Brewer, Amber K. Kim, Miguel Sanchez
Educational Policy Studies and Evaluation Faculty Publications
To analyze the counternarrative in the public discourse surrounding Teach For America (TFA), this paper represents the first digital ethnography in education policy. We conduct a qualitative analysis of Truth For America, an education policy podcast. We found four overarching themes that arose from conversations with respondents: (1) problematic practice, preparation, and pedagogy; (2) concerns linked to critiquing TFA and the organization’s responses to that critique; (3) issues related to race and diversity; and (4) disconcerting funding practices and political power. We conclude by discussing the implications of how individual-level stakeholder experiences inform the public discourse about TFA.
Has The Elite Foundation Agenda Spread Beyond The Gates? An Organizational Network Analysis Of Nonmajor Philanthropic Giving In K-12 Education, Joseph J. Ferrare, Katherine Reynolds
Has The Elite Foundation Agenda Spread Beyond The Gates? An Organizational Network Analysis Of Nonmajor Philanthropic Giving In K-12 Education, Joseph J. Ferrare, Katherine Reynolds
Educational Policy Studies and Evaluation Faculty Publications
Previous research focusing on major philanthropic foundations suggests that these actors have collectively converged around a set of jurisdictional challengers promoting market-based education reforms. Using correspondence analysis, network analysis, and geographic information science, this article empirically tests whether this convergence has permeated to less prominent foundations and their grantees, or if these foundations are pursuing alternative organizational strategies to shape K–12 outcomes. The analysis draws from a sample of 15 nonmajor foundations and their 1,069 grantees serving some aspect of K–12 education in 2010. We find that nonmajor foundations have adopted some elements of major foundations’ organizational strategies to influence …