This article compares two neo-liberal education reform activities that are not often studied in tandem: alternative teacher certification in the USA, as explored through Teach for America, and the growing international service learning movement. Guided by the Movement for Black Lives’ call for a world where those “most impacted in our communities control the laws, institutions, and policies that are meant to serve us,” the authors explore the ways in which programs’ neo-liberal justifications obscure the authority, history, and agency of the communities they purport to serve, while convincing people outside of the community that those within are benefitted. The comparisons drawn highlight the ways in which deficit orientations permeate different local and global contexts to perpetuate and normalize privatization and the wresting of control from local communities. In making this comparison, the authors aim to better understand what these programs have in common: a white supremacist world view at once unstated and pervasive, which reinforces harmful ideas about what it is to respond to the purported needs and desires of others, not expressed in their own terms. This globalization of “helping” may increase the difficulty of those targeted by such “help” to speak in their own terms.

中文翻译：

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帮助（不希望）：在比较背景下反对社区知识和控制的新自由主义领袖话语

本文比较了两个不经常串联学习的新自由主义教育改革活动：通过美国教学（Teach for America）探索的美国替代教师资格认证以及不断发展的国际服务学习运动。在“黑人生活运动”呼吁建立一个“那些在我们社区中影响最大的人控制着旨在为我们服务的法律，机构和政策”的世界的指导下，作者们探索了方案的新自由主义理由模糊的方式。他们声称要服务的社区的权威，历史和机构，同时说服社区外部的人们受益。进行的比较突显了赤字取向渗透到不同的本地和全球环境中，以使私有化永久化和正常化以及从本地社区夺取控制权的情况。在进行比较时，作者的目的是更好地理解这些程序的共同点：白人至上主义者的世界观一时未加陈述和普遍存在，这强化了关于什么是对别人所谓的需求和欲望的回应（未表达）的有害观念。用自己的话说。这种“帮助”的全球化可能会增加以这种“帮助”为目标的人们用自己的语言说话的难度。这强化了关于如何回应别人所谓的需求（而不是用自己的话语表达）的有害观念。这种“帮助”的全球化可能会增加以这种“帮助”为目标的人们用自己的语言说话的难度。这强化了关于如何回应别人所谓的需求（而不是用自己的话语表达）的有害观念。这种“帮助”的全球化可能会增加以这种“帮助”为目标的人们用自己的语言说话的难度。