Globalization, governance and Teach for Bangladesh: understanding Social Enterprises in education policy

Global–local imbrications in education policy: Methodological reflections on researching the sociology of Teach for Bangladesh

“…These actors and organizations demonstrate globally endowed resourcefulness alongside their ability to compress territorial distance and temporal difference in the ways they interact, influence and partner with national governments. As was found in our research, the national government often also reaches out to such actors (Adhikary, 2019), as actors become increasingly more economically capable and assume influence within or derive it from various national conduits of authority and international circuits of institutional and financial power (Tompkins-Stange, 2016: 90).…”

“…This article provides an account of the methodological thinking that underpinned our research on the localization of a global reform in teacher education in a developing world context, specifically in Bangladesh (see Adhikary, 2019;. The research examined in sociological terms how a global teacher education policy model, Teach for America/All (TFA/All), was locally institutionalized and embedded (see Ball et al, 2017;Ozga, 2005;Ozga and Jones, 2006) in Bangladesh as a non-governmental organization (NGO)-cum-social enterprise (SE), Teach for Bangladesh (TFB).…”