2,070
Views
2
CrossRef citations to date
0
Altmetric
Research Article

The Emergence and Policy (mis)Alignment of Teach For Taiwan

ORCID Icon & ORCID Icon
Pages 686-709 | Received 02 Nov 2021, Accepted 19 Jun 2022, Published online: 11 Jul 2022

References

  • Adhikary, R. W., and B. Lingard. 2018. “A Critical Policy Analysis of ‘Teach for Bangladesh’: A Travelling Policy Touches down.” Comparative Education 54 (2): 181–202. doi:10.1080/03050068.2017.1360567.
  • Adhikary, R. W., B. Lingard, and I. Hardy. 2021. Global-National Networks in Education Policy: Primary Education, Social Enterprises and ‘Teach for Bangladesh’. London: Bloomsbury.
  • Adhikary, R. W., and B. Lingard. 2021. “Teach for Bangladesh as a de Facto Social Enterprise.” In Examining Teach for All: International Perspectives on a Growing Global Network, edited by M.A.M. Thomas, E. Rauschenberg, and K. Crawford-Garrett, 117–137, Routledge.
  • Ahmann, C. 2015. “Teach for All: Storytelling ‘Shared Solutions’ and Scaling Global Reform.” Education Policy Analysis Archives 23 (45): 1–27. doi:10.14507/epaa.v23.1784.
  • Bacchi, C. 2009. Analysing Policy: What’s the Problem Represented to Be? Pearson Education. Frenchs Forest, NSW.
  • Bailey, P.L.L. 2013. “The Policy Dispositif: Historical Formation and Method.” Journal of Education Policy 28 (6): 807–827. doi:10.1080/02680939.2013.782512.
  • Ball, S.J. 1993. “What Is Policy? Texts, Trajectories and Toolboxes.” Discourse: Studies in the Cultural Politics of Education 13 (2): 10–17.
  • Ball, S.J. 2012. Global Education Inc.: New Policy Networks and the neo-liberal Imaginary. Abingdon, Oxon: Routledge.
  • Ball, S.J., and C. Junemann. 2012. Networks, New Governance and Education. Bristol: Policy Press.
  • Ball, S.J. 2016. “Following Policy: Networks, Network Ethnography and Education Policy Mobilities.” Journal of Education Policy 31 (5): 549–566. doi:10.1080/02680939.2015.1122232.
  • Blumenreich, M., and B. Rogers. 2021. Schooling Teachers: Teach for America and the Future of Teacher Education. New York: Teachers College Press.
  • Brewer, T.J., K. Kretchmar, B. Sondel, S. Ishmael, and M.M. Manfra. 2016. “Teach for America’s Preferential Treatment: School District Contracts, Hiring Decisions, and Employment Practices.” Education Policy Analysis Archives 24 (15): 1–35. doi:10.14507/epaa.24.1923.
  • Brewer, T.J., K. deMarrais, and K.L. McFaden. 2020. Teach for All counter-narratives. New York: Peter Lang.
  • Cheng, K. (2019). Highlights from Tricky Talks with Teach for Taiwan: 為台灣而教. http://www.trickytaipei.com/tricky-talks-teach-for-taiwan-%E7%82%BA%E5%8F%B0%E7%81%A3%E8%80%8C%E6%95%99/
  • ChengZhiEdu (2022). About KIST. https://www.chengzhiedu.org/
  • Chung, I. F., and Y. C. Huang. 2012. “Still Seeking for an “Iron Bowl”? Pre-service Teachers’ Journeys of Career Choice in Taiwan.” Asia-Pacific Education Researcher 21 (2): 315–324.
  • Crawford-Garrett, K. 2018. “Teacher Education and the Global Impact of Teach for All.” In Oxford Research Encyclopedia of Education, edited by G. Noblit. Oxford University Press. Retrieved 29 June 2022, from https://oxfordre.com/education/view/10.1093/acrefore/9780190264093.001.0001/acrefore-9780190264093-e-417.
  • Elliott, J. 2020. “The non-project.” In Teach for All counter-narratives: International Perspectives on a Global Reform Movement, edited by T.J. Brewer, K. deMarrais, and K. McFaden, 13–24, New York: Peter Lang.
  • Elliott, J. 2021. “The Teach for All ‘Brand’: Exploring TFA’s Successful Transferability through Case Studies of Teach South Africa and Teach First.” In Examining Teach for All: International Perspectives on a Growing Global Network, edited by M.A.M. Thomas, E. Rauschenberg, and K. Crawford-Garrett, 79–95, London: Routledge.
  • Ellis, V., M. Maguire, T. A. Trippestad, Y. Liu, X. Yang, and K. Zeichner. 2016. “Teaching Other People’s Children, Elsewhere, for a While: The Rhetoric of a Travelling Educational Reform.” Journal of Education Policy 31 (1): 60–80. doi:10.1080/02680939.2015.1066871.
  • Farr, S. 2010. Teaching as Leadership: The Highly Effective Teacher’s Guide to Closing the Achievement Gap. San Francisco: John Wiley & Sons.
  • For All, Teach [ TFAll]. (2021b). Network partners. https://teachforall.org/network-partners
  • Friedrich, D., M. Walter, and E. Colmenares. 2015. “Making All Children Count: Teach for All and the Universalizing Appeal of Data.” Education Policy Analysis Archives 23 (48): 1–21. doi:10.14507/epaa.v23.1797.
  • Gulson, K.N., S. Lewis, B. Lingard, C. Lubienski, K. Takayama, and P.T. Webb. 2017. “Policy Mobilities and Methodology: A Proposition for Inventive Methods in Education Policy Studies.” Critical Studies in Education 58 (2): 224–241. doi:10.1080/17508487.2017.1288150.
  • Hogan, A. 2016. “Network Ethnography and the Cyberflâneur: Evolving Policy Sociology in Education.” International Journal of Qualitative Studies in Education 29 (3): 381–398. doi:10.1080/09518398.2015.1053159.
  • Hsieh, C.-C. 2005. “The Critical Reflection on the Market Discourse in Teacher Education Policy.” Taiwan Journal of Sociology of Education 5 (1): 119–157.
  • Hsieh, C.-C. 2016. “Teacher Education Reform and Its Impact on Teachers Colleges in Taiwan: An Analysis and Reflections Based on Sociological Institutionalism.” Journal of Research in Education Sciences 61 (2): 29–56.
  • Huang, M.-H. 2015. “Rural-nonrural Differences in Student Mathematics Performance.” Bulletin of Educational Research 61 (4): 33–61.
  • Huang, M.-H. 2017. “Excellence without Equity in Student Mathematics Performance: The Case of Taiwan from an International Perspective.” Comparative Education Review 61 (2): 391–412. doi:10.1086/691091.
  • Jacobsen, R., and T. Linkow. 2014. “National Affiliation or Local Representation: When TFA Alumni Run for School Board.” Education Policy Analysis Archives 22 (69): 1–28. doi:10.14507/epaa.v22n69.2014.
  • Jacobsen, R., R. White, and S. Reckhow. 2016. “Cultivating Political Powerhouses: TFA Corps Members Experiences that Shape Local Political Engagement.” Education Policy Analysis Archives 24 (18): 1–38. doi:10.14507/epaa.24.1924.
  • Junrong, L. (2020). Why non-profit Organizations Need to Talk about Strategy — TFT CEO Wang Yusheng Talks about TFT’s Organizational Strategy and Outlook. https://www.teach4taiwan.org/%E7%82%BA%E4%BB%80%E9%BA%BC%E9%9D%9E%E7%87%9F%E5%88%A9%E7%B5%84%E7%B9%94%E9%9C%80%E8%A6%81%E8%AB%87%E7%AD%96%E7%95%A5-tft%E5%9F%B7%E8%A1%8C%E9%95%B7%E7%8E%8B%E5%AE%87%E7%94%9F%E8%AB%87tft/
  • Kopp, W. 2001. One Day, All Children … the Unlikely Triumph of Teach for America and What I Learned along the Way. New York: PublicAffairs.
  • Kretchmar, K., B. Sondel, and J.J. Ferrare. 2014. “Mapping the Terrain: Teach for America, Charter School Reform, and Corporate Sponsorship.” Journal of Education Policy 29 (6): 742–759. doi:10.1080/02680939.2014.880812.
  • Kretchmar, K. 2014. “The Revolution Will Be Privatized: Teach for America and Charter Schools.” The Urban Review 46 (4): 632–653. doi:10.1007/s11256-014-0271-z.
  • Kretchmar, K., B. Sondel, and J.J. Ferrare. 2018. “The Power of the Network: Teach for America’s Impact on the Deregulation of Teacher Education.” Educational Policy 32 (3): 423–453. doi:10.1177/0895904816637687.
  • Kretchmar, K., B. Sondel, and J.J. Ferrare. 2019. “Teach for America, the Education Entrepreneur Network, and the Reshaping of Teacher Preparation.” In Learning to Teach in an Era of Privatization: Global Trends in Teacher Preparation, edited by C. Lubienski and T.J. Brewer, 189–212, New York: Teachers College Press.
  • La Londe, P., T.J. Brewer, and C. Lubienski. 2015. “Teach for America and Teach for All: Creating an Intermediary Organization Network for Global Education Reform.” Education Policy Analysis Archives 23 (47): 1–28. doi:10.14507/epaa.v23.1829.
  • Lam, S. 2020. From Teach for America to Teach for China: Global Teacher Education Reform and Equity in Education. London: Routledge.
  • Lefebvre, E.E., and M.A.M. Thomas. 2017. “‘Shit Shows’ or ‘like-minded Schools’: Charter Schools and the Neoliberal Logic of Teach for America.” Journal of Education Policy 32 (3): 357–371. doi:10.1080/02680939.2017.1280184.
  • Lefebvre, E.E., S. Pradhan, and M.A.M. Thomas. forthcoming. “The Discursive Utility of the Global, Local, and National: Teach for All in Africa.” Comparative Education Review.
  • Legislative Yuan (2017). The Report of 2017 Act for Education Development of Schools in Remote Areas. https://www.ly.gov.tw/File/Attach/166250/File_149855.pdf
  • Lewis, S. 2021. “The Turn Towards Policy Mobilities and the theoretical-methodological Implications for Policy Sociology.” Critical Studies in Education 62(3): 322–337. doi:10.1080/17508487.2020.1808499.
  • Lin, Y.-C. 2003. “The Elementary School Teachers’ Reasons for Choosing Teaching as a Career in Taiwan.” Taiwan Journal of Sociology of Education 3 (1): 77–114.
  • Lin, E. 2013. “Teach for Taiwan Aims to Boost Rural Education.” Taipei Times 12.
  • Lingard, B., and J. Ozga, Eds. 2007. The Routledge Falmer Reader in Education Policy and Politics. Florence: Routledge.
  • Lingard, B., and S. Sellar. 2013. “Globalization, edu-business and Network Governance: The Policy Sociology of Stephen J. Ball and Rethinking Education Policy Analysis.” London Review of Education 11 (3): 265–280.
  • Lingard, B. 2021. “Multiple Temporalities in Critical Policy Sociology in Education.” Critical Studies in Education 62 (3): 338–353. doi:10.1080/17508487.2021.1895856.
  • Ministry of Education [MOE]. 2007. Regulations Governing Appointment of Part-time Teacher and Certified Substitute Teacher in Primary and Secondary Schools. Taipei: Author.
  • Ministry of Education [MOE]. (2012). White Paper for Teacher Education of R.O.C. Author.
  • Ministry of Education [MOE]. (2018a). Act Governing the Commissioning of the Operation of Public Schools at Senior High School Level or below to the Private Sector for Experimental Education. https://edu.law.moe.gov.tw/LawContent.aspx?id=GL001719#lawmenu
  • Ministry of Education [MOE]. (2018b). Yearbook of Teacher Education Statistics, 2018. https://ws.moe.edu.tw/001/Upload/8/relfile/7805/69600/673c6678-3b88-4ce1-ab53-0c907adde573.pdf
  • Ministry of Education [MOE]. (2019a). Teachers’ Act. https://law.moj.gov.tw/ENG/LawClass/LawAll.aspx?pcode=H0020040
  • Ministry of Education [MOE]. (2020b). Report of Student Population Prediction for All Education Sectors. http://stats.moe.gov.tw/files/analysis/109_st_report.pdf
  • Ministry of Education [MOE]. (2020c). Yearbook of Primary and Secondary Education Statistics. http://stats.moe.gov.tw/files/ebook/basic/108/108basic.pdf
  • Ministry of Education[MOE]. (2019b). Teacher Education Act. https://edu.law.moe.gov.tw/LawContent.aspx?id=FL008769
  • Ministry of Education[MOE]. (2020a). Regulations Governing Appointment of Part-time Teacher and Certified Substitute Teacher in Primary and Secondary Schools. https://law.moj.gov.tw/LawClass/LawAll.aspx?pcode=H0150024
  • Molla, T. 2021. “Critical Policy Scholarship in Education: An Overview.” Education Policy Analysis Archives 29 (2): 1–30. doi:10.14507/epaa.29.5655.
  • Nesje, K. 2021. “The Origin and Adaptation of Teach First Norway.” In Examining Teach for All: International Perspectives on a Growing Global Network, edited by M.A.M. Thomas, E. Rauschenberger, and K. Crawford-Garrett, 63–78, London: Routledge.
  • OECD (2018). PISA 2018 results. http://www.oecd.org/pisa/PISA-results_ENGLISH.png
  • Olmedo, A., P. L. Bailey, and S. J. Ball. 2013. “To Infinity and beyond …: Heterarchical Governance, the Teach for All Network in Europe and the Making of Profits and Minds.” European Educational Research Journal 12 (4): 492–512. doi:10.2304/eerj.2013.12.4.492.
  • Ozga, J. 1987. “Studying Education through the Lives of Policy Makers: An Attempt to Close the micro-macro Gap.” In Changing Policies. Changing Teachers, edited by S. Walker and L. Barton, 138–150, Milton Keynes: Open University Press.
  • Ozga, J., and R. Jones. 2006. “Travelling and Embedded Policy: The Case of Knowledge Transfer.” Journal of Education Policy 21 (1): 1–17. doi:10.1080/02680930500391462.
  • Ozga, J. 2021. “Problematising Policy: The Development of (Critical) Policy Sociology.” Critical Studies in Education 62 3 290–305 . doi:10.1080/17508487.2019.1697718.
  • Peck, J., and N. Theodore. 2010. “Mobilizing Policy: Models, Methods, and Mutations.” Geoforum 41 (2): 169–174. doi:10.1016/j.geoforum.2010.01.002.
  • Peck, J., and N. Theodore. 2012. “Follow the Policy: A Distended Case Approach.” Environment and Planning A 44 (1): 21–30. doi:10.1068/a44179.
  • Price, A., and A. McConney. 2013. “Is ‘Teach for All’ Knocking on Your Door?” Journal of Pedagogy 4 (1): 98–110. doi:10.2478/jped-2013-0006.
  • Rauschenberger, E.R. (2016). Reconstructing the emergence of Teach First: Examining the role of policy entrepreneurs and networks in the process of policy transfer [ Doctoral dissertation]. University of Edinburgh.
  • Rauschenberger, E.R. 2021. “From Teach for America to Teach First: The Initial Expansion Overseas.” In Examining Teach for All: International Perspectives on a Growing Global Network, edited by M.A.M. Thomas, E. Rauschenberger, and K. Crawford-Garrett, 13–35, London: Routledge.
  • Saura, G. 2018. “Saving the World through Neoliberalism: Philanthropic Policy Networks in the Context of Spanish Education.” Critical Studies in Education 59 (3): 279–296. doi:10.1080/17508487.2016.1194302.
  • Saura, G. 2021. “Mobilising the Philanthropic Neoliberalisation of Teach for All in Spain.” In Examining Teach for All: International Perspectives on a Growing Global Network, edited by M.A.M. Thomas, E. Rauschenberger, and K. Crawford-Garrett, 138–156, London: Routledge.
  • Savage, G. C., J. Gerrard, T. Gale, and T. Molla. 2021. “The Politics of Critical Policy Sociology: Mobilities, Moorings and Elite Networks.” Critical Studies in Education 62 (3): 306–321.
  • Schneider, J. 2014. “Rhetoric and Practice in pre-service Teacher Education: The Case of Teach for America.” Journal of Education Policy 29 (4): 425–442. doi:10.1080/02680939.2013.825329.
  • Shu, Y.-M. 2016. “Teacher Education Policy and Policy Direction in Taiwan.” In Teacher Education in Taiwan: State Control Vs Marketisation, edited by S.-K. Yang and J.-L. Huang, 42–66, Boca Raton, FL: Routledge.
  • Singer, J., and T. J. Brewer. 2021. “How Does Teach for America Engage Its Alumni Politically? A Case Study in Detroit.” Educational Policy Analysis Archives 29 (21): 1–32. doi:10.14507/epaa.29.5943.
  • Southern, A. 2021. “Teach First Cymru: Whose Mission? Teach First and the Welsh Government ‘National Mission’ for Education.” In Examining Teach for All: International Perspectives on a Growing Global Network, edited by M.A.M. Thomas, E. Rauschenberger, and K. Crawford-Garrett, 179–199, London: Routledge.
  • Straubhaar, R, and D Friedrich. 2015. “Theorizing and Documenting the Spread of Teach for All and Its Impact on Global Education Reform.” Education Policy Analysis Archives 23 (44): 1–11.
  • Straubhaar, R. 2020. “Teaching for America across Two Hemispheres: Comparing the Ideological Appeal of the Teach for All Teacher Education Model in the United States and Brazil.” Journal of Teacher Education 71 (3): 307–318. doi:10.1177/0022487119845635.
  • Subramanian, V. 2018. “From Government to Governance: Teach for India and New Net- Works of Reform in School Education.” Contemporary Education Dialogue 15 (1): 21–50. doi:10.1177/0973184917742247.
  • Subramanian, V. 2020. “Parallel Partnerships: Teach for India and New Institutional Regimes in Municipal Schools in New Delhi.” International Studies in Sociology of Education 29 (4): 409–428. doi:10.1080/09620214.2019.1668288.
  • Teach for All [Tfall]. (2021a). About. https://teachforall.org/about
  • Teach For Australia [TFAus. 2018. “Landing at Teach for Taiwan.” In Stories: From Our Community. Author.p. 24.
  • Teach For Australia [TFAus. 2019. “Empowering Change in Taiwan.” In Stories: From Our Community. Melbourne, Australia: Author. p. 18-19.
  • Teach For Hong Kong. (2019). Teach For Hong Kong. http://www.tfhk.org/
  • Teach For Taiwan. 2018b. Proposal, TFT. Taipai City: Author.
  • Teach For Taiwan. [TFT]. (2013). The annual report: 2012-2013. https://drive.google.com/file/d/1TvobpqHnRdj1V7k0Gnl443zPLS9IGEiM/view
  • Teach For Taiwan. [TFT]. (2014). The annual report: 2013-2014. https://drive.google.com/file/d/1aS5izHCCu3buGivJNERmKx_MsTe693YO/view
  • Teach For Taiwan. [TFT]. (2018a). The 5th anniversary report. https://www.teach4taiwan.org/about-us/#dflip-df_tft_5_anniv/1/
  • Teach For Taiwan. [TFT]. (2022). The annual report: 2021-2022. https://drive.google.com/file/d/19O0bZMjl07YmjsXQq5DENAL-UiA4gDve/view
  • TEDxTaipei. (2013). Anting Liu. [Video file]. https://www.youtube.com/watch?v=n38D7DCDtbk
  • Thomas, M.A.M., E. Rauschenberger, and K. Crawford-Garrett, Eds. 2021. Examining Teach for All: International Perspectives on a Growing Global Network. Routledge.
  • Thomas, M.A.M., and H. Baxendale. forthcoming. “Wendy Kopp.” In Palgrave’s Handbook of Educational Thinkers, edited by B. A. Geier, R. Garza Mitchell, A. Osanloo, and A. Blankenship-Knox. London: Palgrave MacMillan.
  • Trujillo, T., J. Scott, and M. Rivera. 2017. “Follow the Yellow Brick Road: Teach for America and the Making of Educational Leaders.” American Journal of Education 123 (3): 353–391. doi:10.1086/691232.
  • Tseng, H. K., C. C. Hsieh, and R. Jung-Cheng Chen. 2021. “Practice and Reflection of Principals’ Transformative Curriculum Leadership in a Taiwan KIST School.” KEDI Journal of Educational Policy 18 (2): 65–83.
  • Varis, P. 2016. “Digital Ethnography.” In The Routledge Handbook of Language and Digital Communication, edited by A. Georgakopoulou and T. Spilioti, 55–68, London: Routledge.
  • Wagner, J. 2010. “Ignorance in Educational Research: How Not Knowing Shapes New Knowledge.” In The Routledge Doctoral Student’s Companion, edited by P. Thomson and M. Walker, 49–60. London: Routledge.
  • Wang, L.-Y., and H.-L. S. Chen. 2007. “Models of Equal Educational Opportunity Policies for Rural Areas in Taiwan: Synthesis and Reflections.” Bulletin of Educational Resources and Research 36: 25–39. [in Chinese].
  • Wang, S. (2018). ‘Reimagining Education’ at Teach for All Global Teaching Summit. https://teachforaustralia.org/stories/reimagining-education-teach-global-teaching-summit/
  • Windsor, S. (2014). Citizenship and inequality: The Teach for Australia program and the people who enter it. Doctoral thesis, University of Melbourne, Australia.
  • Wu, C.-S. 2003. Teacher Education Act: The Past, Now and Future. Journal of Education Research 105 27–43. [in Chinese].
  • Yen, T.-A. 2019. The History and Prospects of Teacher Education in Taiwan: Continuous Quality Improvement. Journal of Education Research 300 64–78. [in Chinese].