Skepticism, Gratitude, and the Neoliberal Narrative: TFA Teachers’ Conceptualization of Occupational Stature

ABSTRACT

This article highlights the capacity of both neoliberal discourse and Teach for America (TFA) in shaping how emergent TFA teachers frame teaching with regard to occupational esteem, occupational status, and occupational prestige. Relevant literature explores the evolution of teaching and teacher preparation in light of neoliberalism, and the organizational structure and positioning of TFA. Qualitative phenomenological interviews focused on participants’ initial educational experiences, TFA participation, and the impact of their experiences on their overall conceptions of teaching. Findings illuminated participants’ concerns over entering teaching due to its seemingly lower occupational stature that TFA would allegedly alleviate, as well as participants’ growing reverence for teaching upon departure, reverence attributed to their teaching experiences irrespective of TFA. This research exposes how TFA and neoliberalism shape our understanding of teaching, and calls our attention to how we can elevate the teaching profession amid a neoliberal discourse that threatens its existence.

KEYWORDS:

• Teach for America
• teacher education
• occupational stature
• occupational prestige
• neoliberalism

Disclosure Statement

No potential conflict of interest was reported by the author.

Additional information

Notes on contributors

Angela Kraemer-Holland

Angela Kraemer-Holland taught high school English and Spanish in Chicago. She currently educates and supervises emerging teachers across the Chicagoland area. Her research interests focus on teacher education and socialization, neoliberalism in education, and urban education policy.