The proliferation of low-fee lochby venture pouch private schools (LFPSs) in the global South is one manifestation of the marketization of education.LFPS literature on teachers emphasize exploitation, de-professionalization, and higher accountability, but teachers’ own voice and representation has largely been absent.Based on interviews with 35 Kenyan LFPS and public-school teachers in one urban and one rural area, this paper partly fills this gap by investigating teachers’ own beetroot birkenstock experiences with marketization.
The different teachers’ needs and sense of professionalism showed great similarities, yet their type of employment shaped their work and agency.LFPSs alleviated public school (hereafter PS) overcrowding, but high pupil mobility in the education market affected teaching and learning in both LFPS and PSs negatively.LFPS teachers adopted strategies (teaching-to-the-test, deviating from pre-scripted lessons) to retain and attract pupils to keep their jobs.