Teacher activists’ praxis in the movement against privatization and school closures in Oakland

IF 4 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Critical Studies in Education Pub Date : 2022-02-22 DOI:10.1080/17508487.2022.2039737
F. Ramos
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引用次数: 2

Abstract

ABSTRACT In 2019, Oakland teachers joined the wave of teacher strikes across U.S. cities sparked by teacher activism against neoliberal reforms that cut funding to public schools, increased privatization, and led to school closures. As in other cities, a group of progressive rank-and-file teachers working toward transformative change moved their union toward social movement unionism, and in the process, garnered the support of communities of color that had been alienated from organized teachers. Drawing on in-depth interviews with teacher activists involved in the 2019 Oakland teacher strike, I demonstrate how strategic decisions to focus on gaining power within the union and to center the leadership of progressive teachers of color, especially women of color, helped to build public support for both the strike and the broader movement against privatization, yet also led them to focus on an inside strategy that may undermine their more transformative goals. I argue that as activist teachers gain power within their unions, activist groups that function independently from the union provide a critical outside space where teachers can develop an intersectional and transformative praxis that helps them better strategize against the racial politics of advocacy in the neoliberal context.
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教师活动家在奥克兰反对私有化和学校关闭运动中的实践
摘要2019年,奥克兰教师加入了美国各城市教师罢工的浪潮,这场罢工是由反对新自由主义改革的教师运动引发的,这些改革削减了公立学校的资金,增加了私有化,并导致学校关闭。与其他城市一样,一群致力于变革的进步普通教师将他们的工会推向了社会运动工会主义,并在这个过程中获得了与有组织教师疏远的有色人种社区的支持。通过对参与2019年奥克兰教师罢工的教师活动人士的深入采访,我展示了专注于在工会内部获得权力并集中领导进步的有色人种教师,尤其是有色人种女性的战略决策,如何帮助建立公众对罢工和更广泛的反对私有化运动的支持,但也导致他们专注于内部战略,这可能会破坏他们更具变革性的目标。我认为,随着激进教师在工会内部获得权力,独立于工会运作的激进团体提供了一个关键的外部空间,教师可以在这里制定交叉和变革的实践,帮助他们更好地制定战略,反对新自由主义背景下倡导的种族政治。
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来源期刊
Critical Studies in Education
Critical Studies in Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
10.10
自引率
5.10%
发文量
18
期刊介绍: Critical Studies in Education is one of the few international journals devoted to a critical sociology of education, although it welcomes submissions with a critical stance that draw on other disciplines (e.g. philosophy, social geography, history) in order to understand ''the social''. Two interests frame the journal’s critical approach to research: (1) who benefits (and who does not) from current and historical social arrangements in education and, (2) from the standpoint of the least advantaged, what can be done about inequitable arrangements. Informed by this approach, articles published in the journal draw on post-structural, feminist, postcolonial and other critical orientations to critique education systems and to identify alternatives for education policy, practice and research.
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