In her Chapter 3 for Becoming and Being a Teacher, Katherine Crawford-Garrett (University of New Mexico) “trace[d] the experiences of one cohort of first-year TFA corps members teaching in Philadelphia during the 2010-2011 school year at a time when the School District faced intense pressure to reform” (p. 27).
This chapter is a examination of several tensions related to Teach for America (TFA), teacher education, teacher agency, and urban education. Her new book from Peter Lang USA, Teach For America and the Struggle for Urban School Reform: Searching for Agency in an Era of Standardization, presents an extended critical analysis of those same experiences.
While TFA research, advocacy, and commentary offer various degrees of soaring rhetoric and harsh condemnation, Crawford-Garrett’s work reminds me of the powerful and effective look at one TFA corp member in New Orleans detailed in Sara Carr’s Hope Against Hope. Crawford-Garret, like Carr, seeks important…
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