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SUMMARY:Ignoring poverty: critical perspectives on Teach For America and U
 S education reform - Maggie Desmond\, Faculty of Education\, University of
  Cambridge
DTSTART:20130522T120000Z
DTEND:20130522T130000Z
UID:TALK45349@talks.cam.ac.uk
CONTACT:Ting Ding
DESCRIPTION:Founded in 1990\, Teach For America (TFA) is a national non-pr
 ofit which enlists high-performing college graduates and professionals to 
 teach for two years in America’s most disadvantaged schools. My research
  examines the TFA teacher experience through the sociological lens of indi
 vidualization and second-wave modernity (drawing on Beck\, Beck-Gernsheim\
 , Giddens and Bauman). Specifically\, I am exploring the way in which the 
 TFA mission of closing class- and race-based achievement gaps combines wit
 h individualization in society to promote notions of meritocracy\; to crea
 te internal conflict for young teachers forced to navigate between altruis
 m and egoism\; and\, to encourage the adoption of a specific set of neolib
 eral education reform policies among TFA alumni. This is of particular imp
 ortance given TFA’s remarkable domestic growth over the last several yea
 rs and its replication as a model for fast-track-to-teaching enterprises a
 broad.
LOCATION:Room GS3\, Donald McIntyre Building\, Faculty of Education\, 184 
 Hills Road\, Cambridge
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