From neoliberalism to structural racism: Problem framing in a teacher activist organization

Maton, Rhiannon M.

doi:10.1080/03626784.2018.1474711

Cited by 19 publications

(19 citation statements)

References 22 publications

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“…A rich body of scholarship assesses the qualities and dynamics of teacher activism in the current era of standards and accountability (e.g., Maton, 2018; Quinn & Carl, 2015; Riley & Solic, 2017; White, 2020). Much of this work supports the need for teacher education to embrace social justice and its commitment to equal educational opportunities (e.g., Dyches & Boyd, 2017; Mayorga & Picower, 2018; Quan et al, 2019).…”

Section: Teacher Activism and Professionalization Processesmentioning

confidence: 99%

“…Teachers have established activist organizations in districts across the nation that operate alongside of or within their unions (Maton, 2018; Picower, 2011; Quinn & Carl, 2015; Weiner, 2013; White, 2020). There are teacher activist organizations whose missions and work focus on social justice in schools and society (New York Collective of Radical Educators), educational freedom through the utilization of abolitionist frameworks (Abolitionist Teaching Network), challenging settler colonialism (Teachers for Social Justice), and racial justice in education (Association of Raza Educators, Racial Justice Organizing Committee).…”

Section: Teacher Activism and Professionalization Processesmentioning

confidence: 99%

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Taking Back Teaching: The Professionalization Work of Teacher Activist Organizations

Carl

Jones-Layman

Quinn

2022

Journal of Teacher Education

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We contribute to the teacher activism literature an understanding of how activist organizations support professionalization processes. We examine how teachers’ involvement in a local activist organization counteracts the de-professionalizing reforms of the standards and accountability movement and fosters the professionalization of teaching. Our findings suggest that the structures of the activist organization provide opportunities for teachers to create and maintain collective knowledge for curricula and practice, sustain their professional commitments to social justice, and build confidence that promotes voice in educational decision-making. We discuss implications for teacher professionalization and identify the need for future studies on the role of teacher activist organizations on teachers, teaching, and the profession.

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Section: Teacher Activism and Professionalization Processesmentioning

confidence: 99%

Section: Teacher Activism and Professionalization Processesmentioning

confidence: 99%

Taking Back Teaching: The Professionalization Work of Teacher Activist Organizations

Carl

Jones-Layman

Quinn

2022

Journal of Teacher Education

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“…Various approaches to organizing educators to influence decision-making, in practice, operate with specific theories of power, even if only implicitly. Different theories of power have different implications for what, how, and for whom union movements understand and try to effect change (Maton, 2018). Historically, in-tension theories of power and change have always imbued teachers unions (e.g., tensions between theories that center lobbying efforts and electing more favorable lawmakers versus theories of power that center shop floor organizing and direct action; Shelton, 2017;Weiner, 2012).…”

Section: The Rising Tide Of Social Movement Unionism: Tensions With Pmentioning

confidence: 99%

Educators Striking for a Better World: The Significance of Social Movement and Solidarity Unionisms

Dyke¹,

Bates²

2020

BRE

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In the spring of 2018, West Virginia educators shut down schools statewide for two weeks to protest poor teacher and staff pay, rising healthcare costs, and perpetually decreasing public education funding, winning many of their demands. Soon after, statewide strikes in Kentucky, Oklahoma, and Arizona followed suit. The following fall, citing inspiration from these red state strikes, the second-most populous school district in the nation, the Los Angeles Unified School District, struck for more school funding and much-needed resources (Quinlan, 2018). Oakland, California, followed soon after, and district actions across states like Colorado, Massachusetts, and Arkansas, among other places, continued. In October 2019, the third largest school district in the nation, Chicago Public Schools, struck for such radical demands as a district sanctuary policy and resources for undocumented students; rent control for educators, students, and families in a rapidly gentrifying city; and more school nurses and social workers (Jaffe, 2019). On November 19, 2019, teachers across the entire state of Indiana-a place with stringent anti-union legislation-conducted a one-day strike (Herron, 2019). In the United States, these events have introduced hundreds of thousands of educators, staff, and students to direct action, and, collectively, educators have won significant gains in public education spending. Evident from the widespread supportive mainstream media attention, the predominant public narrative has shifted from the need for individual school, teacher, and student accountability via achievement measures to the need to hold legislators and low-tax-paying corporations accountable for the siphoning of public resources for private profit. 2 Many education and labor scholars have experienced this resounding wave of refusals to accept the status quo in education as an exciting surprise. The last few decades have seen increasing attacks on educators' right to participate in formal unions. In urban and more unionized places like Chicago and Los Angeles, the mass privatization of public neighborhood schools has led to a proliferation of nonunionized charter schools, and city leaders have been explicit about their aims to weaken local unions (Lipman, 2011). Many of the red states in which teachers struck in 2018 had seen the effects of decades

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“…One formidable challenge for educational researchers studying teachers' labor activism is transcending the dominant dichotomous frames of social justice/ economic issues in making sense of shifts in teacher activists' thinking and strategies. Jones' (2015) study of Black teachers, privatization, and the future of teacher unions models a more dynamic framing of the tensions in reconciling what can be cast as separate or perhaps contradictory frames of "neoliberalism" and "racism" (Maton, 2018). Goodman's (2000) analysis of anti-racism work among people from privileged social groups provides a useful corrective to the dichotomous framing of race and economic issues.…”

Section: Teacher Unionism's Response To the Neoliberal Projectmentioning

confidence: 99%

REMIE - October 2020

Mello¹

2020

REMIE

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This article presents the impact that a Successful Educational Action (SEA), specifically the Dialogic Literary Gatherings (DLG) have had among the 4th grade students, after its implementation, during 10 sessions. Data analyzed has been written communicative accounts and argued drawings that these boys and girls provided, without having been required as part of the investigation, but which informed about the deep lived experience. The study is part of the RTD research: Impact of interactive learning environments on academic and social success (García-Carrión, 2015-2017). The contributions of these 48 students have been qualitatively analyzed. The results show that DLGs promote understanding, reflection, knowledge and learning from the enjoyment of works of classical literature. At the same time, they positively highlight their evolution in classroom dynamics and participation in their educational and family environment, by increasing interactions based on egalitarian dialogue.

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From neoliberalism to structural racism: Problem framing in a teacher activist organization

Cited by 19 publications

References 22 publications

Taking Back Teaching: The Professionalization Work of Teacher Activist Organizations

Taking Back Teaching: The Professionalization Work of Teacher Activist Organizations

Educators Striking for a Better World: The Significance of Social Movement and Solidarity Unionisms

REMIE - October 2020

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