Abstract
Each year, approximately 8,000 corps members work in schools. This paper illuminates the political spectacle and master narratives that allow TFA to thrive as a silver bullet in urban school reform. This work utilizes neoliberalism, political spectacle, and master narratives. Political spectacle suggests an “onstage” rhetoric and a “backstage” reality that the public doesn’t see. This onstage rhetoric is turned into a “spectacle” perpetuated by media (Edelman, 1970). The spectacle is a political symbol aimed at accomplishing a political goal or solving a problem. TFA may divert public attention from important issues or solutions (Smith, 2004).The use and influence of master narratives related to TFA is discussed. A master narrative, (Lyotard, 1984) portrays common sense ways of understanding experiences that reflect and influence understandings of power and society (Aldridge, 2006). This paper illuminates TFA as (1) a political spectacle; (2) a cause and consequence of failed urban school reform; and (3) a temporary solution to systemic problems. We argue TFA perpetuates master narratives of teaching, learning, and educational equity, contributing to a false understanding of what teachers need to know and be able to do. Implications are significant for policymakers and urban communities.
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