TFA ha negado las afirmaciones de que su expansión se conecto con el desplazamiento de esos docentes, pero su estructura dual-como un programa de certificación alternativa y como actor político influyente a través de su modelo de liderazgo para reformas educativas-requiere un análisis crítico de la repercusión de sus compromisos políticos en docentes negros. Keywords: diversity, Black teachers, displacement, turnover, Teach For America, teachers of color.Įn este artículo se examina las paradójicas mejoras de Teach For America en el área de diversidad en Estados Unidos y su apoyo a las políticas que contribuyeron a la disminución de los docentes negros en las comunidades urbanas.
I propose steps to better align TFA’s policy orientations with its diversity values by leveraging TFA’s policy influence to support better working conditions for teachers in urban schools, democratic school turnarounds, and teacher organizing linked to broad social justice movements. TFA has countered claims that its expansion is connected to teacher displacement, but its two-pronged structure-as an alternative certification program and an influential policy actor via its leadership model for education reform-requires a critical analysis of the impact of its policy commitments on Black teachers. This article examines the paradox of Teach For America’s diversity gains and its support for policies that contribute to Black teacher decline in urban communities.
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