T. Jameson Brewer

Assistant Professor of Social Foundations of Education, University of North Georgia
Chapter Member: Georgia SSN
Areas of Expertise:

About T.

T. Jameson Brewer's teaching experience spans from the middle school, high school, undergraduate, masters, and doctoral levels. He is an Assistant Professor of Social Foundations of Education in the Teacher Education Department at the University of North Georgia. He received his Ph.D. in Educational Policy Studies from the University of Illinois at Urbana-Champaign, where he was named as the 2016 Outstanding Doctoral Student. He completed a M.S. in Social Foundations of Education from Georgia State University and a B.S.Ed. in Secondary Education of History with a minor in Anthropology from Valdosta State University where, in 2016, he was named as a Distinguished Alumni of the Dewar College of Education and Human Services. Additionally, he serves on the Editorial Board of the Journal of Educational Foundations.

In the News

Research discussed by "Trump’s Patriotic Education Ignores Hard Truths of U.S. History," AJC, October 12, 2020.
Opinion: "Voucher Bill is Not ‘Neutral.’ It Will Hurt Georgia Public Schools," T. Jameson Brewer, Atlanta Journal-Constitution, March 1, 2019.
Opinion: "Don’t Alter School Calendar to Increase Pool of Summer Workers," T. Jameson Brewer, myAJC, October 14, 2018.
Quoted by in "ALEC 'Report Card' Recycles Bogus School Quality and Improvement Claims," Digital Journal, November 7, 2014.
Opinion: "Commentary Elevates Ideological ‘Beliefs’ Over Evidence," T. Jameson Brewer (with Christopher Lubienski), The News Gazette, May 5, 2014.
Opinion: "The TFA Experience: A Personal Narrative," T. Jameson Brewer, The Progressive Magazine’s ‘Public School Shakedown’, December 9, 2013.
Guest on Education Radio, April 8, 2012.
Opinion: "Hyper-Accountability, Burnout and Blame: A TFA Corps Member Speaks Out," T. Jameson Brewer, Education Week, February 24, 2012.
Opinion: "Elevating the Collective Good over the Individual: The School ‘Reform’ that We Need," T. Jameson Brewer, Gospel Echo Magazine, November 2013.


"How Neoliberalism Subverts Equality and Perpetuates Poverty in Our Nation’s Schools" in Handbook of Poverty and the United States, edited by Stephen N. Haymes, Reuben Miller, and Maria Vidal de Haymes (Routledge, forthcoming).
Draws on literature that examines the increased role of neoliberal thought in education to argue that schools are still the institution of choice in reproducing social stratification and economic inequality.
Teach for All Counter-Narratives: International Perspectives on a Global Reform (edited with Kelly McFaden, K. DeMarrais, and ) (Peter Lang, 2020).

Teaches for all counter-narratives: International perspectives on a global reform movement - Collection of critical narratives from TFAll participants all over the world.

"Educating in the Margins: Understanding Social Justice Education in the Space Between the Urban and the Rural" (with Kelly McFaden), in Educating for Social Justice: Field Notes From Rural Communities (Sense Publishers, 2020).

Understands social justice education in the space between the urban and the rural - Exploration of strategies for helping predominantly White students understand privilege and oppression.

Teach For America Counter-Narratives: Alumni Speak Up and Speak Out (edited with Kathleen deMarrais) (Peter Lang, 2015, paperback 2015).
In its twenty-five years of existence, Teach For America (TFA) has transformed from an organization based on a perceived need to ameliorate a national teacher shortage to an organization that seeks to systematically replace traditional fully-certified teachers while simultaneously producing alumni who are interested in facilitating neoliberal education reform through elected political positions. From its inception, TFA has had its share of critics; yet criticism of the organization by its own members and alumni has largely been silenced and relegated to the margins. This book - the first of its kind - provides alumni of TFA with the opportunity to share their insight on the organization. And perhaps more importantly, this collection of counter-narratives serves as a testament that many of the claims made by TFA are, in fact, myths that ultimately hurt teachers and students. No longer will alumni voices be silenced in the name of corporate and neoliberal education reform.
"Accelerated Burnout: How Teach For America’s ‘Academic Impact Model’ and Theoretical Culture of Hyper-Accountability Can Foster Disillusionment among Its Corps Members" Educational Studies 50, no. 3 (2014): 246-263.
Problematizes Teach For America’s Theoretical Framework as engendering disillusionment that likely exacerbates burnout. Reasons for corps members quitting prior to completing the two-year commitment are examined.
"Does Homeschooling ‘Work’?: A Critique of the Empirical Claims and Agenda of Advocacy Organizations" (with Christopher Lubienski and Tiffany Puckett). Peabody Journal of Education 88, no. 3 (2013): 378-392.
Examines and critiques the empirical claims made by homeschooling proponents to justify further expansion and deregulation of the movement, and sheds light on the homeschool advocacy agenda explicit in those claims.
"From the Trenches: A Teach For America Corps Member’s Perspective" Critical Education 4, no. 12 (2013): 1-17.
Combines personal insights with data and theory in an autoethnography that addresses TFA’s recruiting practices, the application and interview processes, Institute practices and use of indoctrination, a holistic overview of TFA’s neoliberal theoretical approach to pedagogy, and TFA’s final regional placement of its corps members.
"Rousseau Plays Outside in Norway: A Personal Reflection on How Norwegian Outdoor Kindergartens Employ Rousseauian Pedagogical Methods of Play" International Journal of Play 1, no. 3 (2012): 231-241.
Characterizes Norwegian outdoor kindergarten pedagogy as specifically Rousseauian in nature and approach. This pedagogical approach reinforces Norway’s dedication to fostering an egalitarian society beginning with the youngest learners.