Infinite Jurisdiction: Managing Student Achievement In and Out of School

Katherine Crawford-Garrett


This article applies the framework of international development to the experiences of Teach for America corps members teaching in urban schools in an attempt to theorize how corps members respond to the extraordinary pressure placed on them to improve student achievement. Further, by closely examining the narratives corps members employ to describe students, families and communities, this chapter raises questions about how far the jurisdiction of the school should extend and suggests that efforts to regulate students’ home lives are analogous to colonialism’s aims to manage, contain and control the futures of its subjects.


Teaching; Student Achievement; Urban Education; Teach for America; Culturally Relevant Teaching; Deficit Ideologies

Full Text: PDF

Creative Commons License
This work is licensed under a Creative Commons Attribution 3.0 License.

ISSN 1920-4175 Critical Education