THE POWER OF MEDIA IN PROMOTING EDUCATIONAL EQUITY: A STUDY OF TEACH FOR AUSTRALIA

Abstract

Teach For Australia (TFAus) is a government-funded program modeled after Teach For America, aimed at improving school education in Australia. This study explores the dominant media narratives surrounding TFAus between 2008 and 2020, analyzing 122 articles from print and online media outlets. The study identifies four key narratives: prestige, benevolence, alternative, and critique. While the first three narratives posit TFAus as a viable policy option to improve Australian education, the fourth narrative provides a critical assessment of the initiative. The study argues that media discourses play a crucial role in shaping education policy and underscores the need for support from key stakeholders to boost the program. The paper uses a critical discourse analysis (CDA) approach to examine the role of text, practice, and context in shaping discourse.