This ongoing study focuses on the interdependencies between public and private actors in the processes of reconfiguring educational governance, investigating Teach for Portugal (TfP) as an illustrative case of how the state can facilitate the participation of private actors in the implementation of educational policies. The international network Teach for All (TfAll) recruits university graduates from various fields to act as mentors/teachers in public schools, presenting itself as an innovative, quick, and effective solution to address the shortage of teachers and promote educational reforms with the support and encouragement of organisations such as the World Bank and the OECD.

Several studies have analysed the TfAll network and its members from different perspectives: the alignment of Teach for Taiwan with existing educational policies (Thomas & Xu, 2023); the development of professional identity among Teach For America teachers (Thomas & Mockler, 2018); the adherence of countries like the United States and Brazil to the Teach For America (TFA) and ‘Ensina’ programmes (Straubhaar, 2019); the effects of the privatisation of networks such as Teach for Australia (Rowe et al., 2024); and the effectiveness of TFA teachers compared to fully credentialed teachers (Heilig & Jez, 2022), to name a few examples.

However, this study aims to investigate the reconfiguration of educational governance, reflecting a global trend in the transition from ‘government to governance’ (Rhodes, 1996). This trend transforms state relations, with the government increasingly assuming the role of facilitator and regulator rather than a direct provider of educational services, and promotes a reconfiguration of power and influence relations (Steiner-Khamsi & Draxler, 2018). The study is based on Jessop’s theory of the strategic-relational state, which argues that the state achieves its ends through private actors (Jessop, 2002). It seeks to understand how the interdependencies between TfP and other public and private actors facilitate the mobilisation of human and financial resources, transcending traditional governance structures and promoting a new modality that emphasises leadership and individual accountability in the educational arena.

The literature suggests that collaboration generates interdependence and trust among participants in policy networks, essential elements for the functioning of heterarchies. The dynamic of interdependence of financial and human resources and legitimation among public and private actors represents a new modality of power, agency, and social action on the part of the state, characterised as “metagovernance” (Jessop, 2002). The interdependencies in the context of heterarchical governance highlight the complexity and interrelation among different actors involved in education. For example, the TfAll network is part of a broader process of "destatisation" (Subramanian, 2018), where tasks formerly performed by the state are now carried out by a variety of "others", creating new relationships between them and the state (Ball, 2009). According to Olmedo et al. (2013), the emergence of interdependencies between public and private actors is part of a broader global process involving the neoliberalisation and marketisation of education, which transforms educational meanings and practices.

Finally, the analysis of TfP offers insights into how educational governance models that emphasise accountability and performance are being adapted and implemented in different national and regional contexts, such as the European, contributing to the debate on the effectiveness and appropriateness of these models in diverse educational contexts.

This study utilises network ethnography (Ball & Junemann, 2012), which combines Social Network Analysis (SNA) with traditional ethnographic methods to investigate interactions between public and private actors in education governance. Teach for Portugal (TfP) was chosen as an illustrative case of changes in educational governance due to its rapid growth in Portugal, with a 300% increase between 2019 and 2024, involving 7,500 students, 1,300 teachers, and 48 schools, along with expanded partnerships with municipalities, companies, and foundations (Teach for Portugal, 2024). Preliminary data show TfP’s integration into educational policy, mobilising financial and human resources: the number of mentors increased from 17 in 2019 to 70 in 2024, and the organisation received approximately €2,400,000.00 between 2021 and 2025 from various sources, including European, national, and private funds, highlighting the organisation’s relevance in the Portuguese educational landscape. Network ethnography is used to map and examine the relationships between TfP and other actors. Using political network analysis (Goodin et al., 2006; Viseu & Carvalho, 2021), a visual representation of TfP was created, analysing interactions and interdependencies in the mobilisation of resources and political support in heterarchical governance processes. Data collection occurred in three stages. Firstly, an extensive internet search was conducted to investigate TfP documents, its history, evolution in Portugal, career trajectories of its directors, and partner actors, utilising multiple data sources such as websites, social media, news articles, and government documents. In the second stage, the actors (nodes) and relationships (edges) forming TfP’s political network were identified, classifying the nodes by type of activity (TfP directors, financial sector, foundations, government, industry, international organisations, NGOs, service sector, and universities) and categorising the relationships as funders, directors, partners, partners in Summer Stages, mentors, and Alumni partnerships. With these data, a bimodal graph (Zweig, 2016) was constructed using NodeXL to visualise complex interactions between actors. In the third stage, traditional ethnographic tools were used, such as participation in events and meetings to observe interactions between actors during two years of TfP activities. Data were recorded in audio recordings or field notebooks, deepening the understanding of connections and interdependencies. The combination of technological tools and traditional qualitative methods resulted in detailed data on the dynamics of interdependencies within the TfP network. The methodology is suitable for understanding how and by whom governance occurs, especially in a context where networks of resources, knowledge, and reputation replace elected hierarchical systems.

The empirical work is still ongoing, however, the preliminary analysis of the data suggests that the interdependence between the State and private actors plays a crucial role in the reconfiguration of educational governance in Portugal. The TfP mobilizes financial and human resources from both public and private sources, bringing a new methodology and additional human resources to the educational system. At the same time, the government legitimizes its actions publicly and transfers public resources to enable the TfP. This interdependence raises concerns about the autonomy of the educational system and its ability to respond equitably to the needs of all students and schools. The research highlights significant challenges related to transparency and public accountability. The reliance on funding from private sources can compromise clarity and accountability in the educational system, making the boundaries between the public and private sectors more blurred, as well as perpetuating structural inequalities by diverting attention from the systemic causes of educational inequalities. The interdependence between the market and philanthropy, exemplified by the TfP, influences narratives and practices of educational governance, often perpetuating a "narrative of necessity" without addressing the systemic causes of inequalities. Moreover, the TfP exemplifies performativity in education, where the emphasis on measurable outcomes and performance comparison is central. The programme monitors the progress of students and mentors, using data to assess impact and justify investment, aligning with governance by numbers. This highlights the importance of the production and use of knowledge for political decision-making. Finally, the case of the TfP also exemplifies how contemporary educational governance is being shaped by global and complex networks of actors, highlighting the need for ongoing debate about the role of private actors in public education.

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