Teacher social justice unionism and the field of industrial relations in the United States

Dandala, Saturnin

doi:10.1111/wusa.12426

Cited by 8 publications

(7 citation statements)

References 36 publications

(40 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The term "social movement unionism" paired with "teachers" yielded 1830 references, a vast majority appearing in journals of labor studies, economics, and politics focusing on unions outside the U.S. "Social movement unionism" is often used interchangeably with "social justice unionism" (Bass , 2017) although they have different meanings (Gautreaux, 2019;Ross, 2007;Weiner, 2012), an important topic that takes us beyond the scope of this article. Dandala's (2019) review of research on social justice teacher unionism in "traditional industrial relations journals" confirms the paucity of research on social justice teacher unionism but also illustrates exclusion of educational research from labor studies. The review categorizes "Workplace: A Journal of Academic Labor," which we found as one of the major sources of writing about teachers unions in the U.S., as being outside the purview of "traditional industrial relations journals.…”

Section: Teacher Resistance To Neoliberal Educational Reformmentioning

confidence: 84%

REMIE - October 2020

Mello¹

2020

REMIE

View full text Add to dashboard Cite

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.

show abstract

Section: Teacher Resistance To Neoliberal Educational Reformmentioning

confidence: 84%

REMIE - October 2020

Mello¹

2020

REMIE

View full text Add to dashboard Cite

show abstract

“…The small body of education and social sciences scholarship on social movement unionism has most directly attended to theories of power and change in unionisms. In Dandala's (2019) review of the literature, the author articulates social movement unionism as a broad category or approach, one that addresses social concerns that students and communities face. Likewise, within education research, scholars have articulated social movement unionism as a form of organizing that often transcends the distinct category of worker beyond only immediate economic interests and toward transforming social institutions via direct action (Peterson & Charney, 1999;Stark, 2019).…”

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

View full text Add to dashboard Cite

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

show abstract

“…These reforms included but were not limited to cuts in public education funding, legal challenges to collective bargaining, and attempts to privatize and otherwise reform public education. This was the seed from which the current era of social justice union activity grew (Dandala 2019).…”

Section: A Brief Us History Of Educator Labor Organizingmentioning

confidence: 99%

“…Although the right for teachers to unionize and collectively bargain is important, what is significant for this examination into how labor actions can function as social justice intervention in education is the nature of the kinds of union and bargaining activity in which educators have been engaging for the last decade. To argue that teachers have not previously fought on behalf of justice and equity concerns is inaccurate (Dandala 2019;Peterson 1999;Rotteman et al 2015). Labor disputes writ large begin in conflict over fairness and equity matters.…”

Section: Nature Of Contemporary Educator Labor Actionsmentioning

confidence: 99%

“…Business-oriented models are "trade-conscious," and objectives primarily focus on compensation, benefits, and working conditions. Here, unions are organized in such a way that direction comes from the top, and unions and workers tend to only use strikes to exert and maintain their bargaining position (Dandala 2019). Social movement and social justice unionism is different in that this kind of organizing functions much like social movements in larger society do.…”

Section: Social Movement and Social Justice Unionismmentioning

confidence: 99%

See 1 more Smart Citation

Teacher Labor Actions as Social Justice Intervention in Education

Konkol¹,

Ramirez-Alonzo²

2020

Springer International Handbooks of Education

View full text Add to dashboard Cite

The right for educators to bargain collectively or call a strike is neither a US federal mandate nor a guarantee across the nation. Each state regulates whether or not teacher unions can collectively bargain or call a strike and governs the issues over which unions are permitted to negotiate. Despite these restrictions, recent educator strikes in union cities like Chicago and Los Angeles, as well as protest actions in right-to-work states like West Virginia, Kentucky, and Wisconsin where unionization, collective bargaining, and striking is not a right, have been notable. The unions have openly challenged the nature of these restrictions by seeking to bargain and engage in labor actions for community-and social justiceoriented demands that go beyond traditional employment issues like compensation, benefits, and evaluation. By bargaining for the common good, the unions have effectively changed the landscape of what's worth striking for when it comes to the work of teachers and educator advocacy for children, families, and

show abstract

Teacher social justice unionism and the field of industrial relations in the United States

Cited by 8 publications

References 36 publications

REMIE - October 2020

REMIE - October 2020

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

Teacher Labor Actions as Social Justice Intervention in Education

Contact Info

Product

Resources

About