This paper critically examines the neoliberal discourse of ‘teaching as leadership’ through the case of Teach For India (TFI) – a fellowship programme modelled after Teach For America (TFA) and Teach First, UK, as part of the larger Teach For All network (TFAll). These organisations advance a Public-Private-Partnership (PPP) model that promotes short-term teaching as a ‘solution’ to educational inequities. This study delves into the personal narratives of Teach For India cohort members and their roles within the organisation and the larger global network. It situates their experiences within India’s socio-political landscape, analysing them through a theorised understanding of neoliberalism and globalisation. Using Ong's (2007) distinction between big 'N' neoliberalism (market-driven frameworks and commercialisation) and small 'n' neoliberalism (self-governing entrepreneurial subjectivities), this research demonstrates how the Teach For India model reflects manifestations of both. The experiences of TFI fellows are examined using critical discourse analysis, highlighting three key leadership themes that align with the overarching ethos of the Teach For All network— an emphasis on outcome-driven, goal-oriented, and problem-solving qualities. Cohort members are monitored through various leadership frameworks, reinforcing a managerialist discourse prioritising performance management over pedagogical practices. The paper argues that TFI’s agenda not only obscures structural issues but also depoliticises the critically reflective teacher by proposing technocratic solutions. The spread of the Teach For All model provides interesting insights into policy borrowing, focussing on the dissemination of neoliberal reforms through transnational networks and their local adaptations within the Indian context, highlighting the lived experiences of global policy shifts.

Authors:
Ria Misra, University of British Columbia, Canada

About the Presenter(s)
Ria Misra is a doctoral student in the Educational Studies Department at the University of British Columbia. Her current research project looks at the use of artificial intelligence within education governance in India.

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