This book offers qualitative researchers an entree into the world of working with archival repositories and special collections. It serves as a primer for students and researchers who might not be familiar with these sorts of collections, but with an interest in what has become known asthe "archival turn," in which the use of archival materials and artifacts in contemporary research has increased dramatically since the 1990s. Suited to novice researchers seeking a general introduction into how special collections are created and how they can be used, the book offers useful, clear guidance on using different types of archives, developing topics for research within the archives, assessing materials available, how to work with archivists and curators, documenting the research process, and writing up an archival study. Archival records and material culture (including manuscripts, documents, audio- and video-recordings, and visual and material culture) housed in special collections provide a wealth of resources for qualitative researchers seeking to conduct research in the social sciences. Perfect for courses in: Introduction to Qualitative Research Methods, Research Methods in Higher Education, Exploring Archival Collections, Family Studies, Community Research, Introduction to Special Collections Research.

In its twenty-five years of existence, Teach For America (TFA) has transformed from an organization based on a perceived need to ameliorate a national teacher shortage to an organization that seeks to systematically replace traditional fully-certified teachers while simultaneously producing alumni who are interested in facilitating neoliberal education reform through elected political positions. From its inception, TFA has had its share of critics; yet criticism of the organization by its own members and alumni has largely been silenced and relegated to the margins. This book - the first of its kind - provides alumni of TFA with the opportunity to share their insight on the organization. And perhaps more importantly, this collection of counter-narratives serves as a testament that many of the claims made by TFA are, in fact, myths that ultimately hurt teachers and students. No longer will alumni voices be silenced in the name of corporate and neoliberal education reform.

In its twenty-five years of existence, Teach For America (TFA) has transformed from an organization based on a perceived need to ameliorate a national teacher shortage to an organization that seeks to systematically replace traditional fully-certified teachers while simultaneously producing alumni who are interested in facilitating neoliberal education reform through elected political positions. From its inception, TFA has had its share of critics; yet criticism of the organization by its own members and alumni has largely been silenced and relegated to the margins. This book - the first of its kind - provides alumni of TFA with the opportunity to share their insight on the organization. And perhaps more importantly, this collection of counter-narratives serves as a testament that many of the claims made by TFA are, in fact, myths that ultimately hurt teachers and students. No longer will alumni voices be silenced in the name of corporate and neoliberal education reform.

Founded in 1989, Teach For America (TFA) has grown into a massive organization with a presence across the United States and has expanded internationally to 46 countries. TFA's international expansion through Teach For All (TFAll) coincides with a broader exportation of neoliberal education reform ideologies across the globe. As a follow up to Teach For America Counter-Narratives: Alumni Speak Up and Speak Out (Peter Lang, 2015), this text is the first to provide a glimpse into the first-hand experiences of those impacted by the colonizing nature of TFAll and the global education reform movement of privatization.

In 1971, corporate lawyer and future U.S. Supreme Court Justice Lewis Powell wrote a detailed memo that galvanized a small group of conservative philanthropists to create an organizational structure and fifty-year plan to alter the political landscape of the United States. Funded with significant "dark money," the fruits of their labor are evident today in the current political context and sharp cultural divisions in society. Philanthropy, Hidden Strategy, and Collective Resistance examines the ideologies behind the philanthropic efforts in education from the 1970s until today. Authors examine specific strategies philanthropists have used to impact both educational policy and practice in the U.S. as well as the legal and policy context in which these initiatives have thrived. The book, aimed for a broad audience of educators, provides a depth of knowledge of philanthropic funding as well as specific strategies to incite collective resistance to the current context of hyperaccountability, privatization of schooling at all levels, and attempts to move the U.S. further away from a commitment to the collective good.