To analyze the counternarrative in the public discourse surrounding Teach For America (TFA), this paper represents the first digital ethnography in education policy. We conduct a qualitative analysis of Truth For America, an education policy podcast. We found four overarching themes that arose from conversations with respondents: (1) problematic practice, preparation, and pedagogy; (2) concerns linked to critiquing TFA and the organization’s responses to that critique; (3) issues related to race and diversity; and (4) disconcerting funding practices and political power. We conclude by discussing the implications of how individual-level stakeholder experiences inform the public discourse about TFA.

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Published in Urban Education.

© 2020 The Authors

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The "Truth for America" podcast is available on Stitcher.