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Forty years in the union: Incubating, supporting, and catalyzing socially just educational change

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“In less than four months, this government has overturned over 50 years of precedent on the proper role of government in labour disputes”.

(Ken Georgetti, CLC President quoted in, Gruending 2011).

When Wisconsin teachers arrived at the Madison Capitol to join the protests, they stepped into a powerful tradition of progressivism and unionism. The signs, t-shirts, and invited speakers made it clear that this wasn’t just about teachers, it was about all workers’ rights.

(Au et al., 2011 p. 6).

Abstract

North American teacher unions’ positive contributions to educational change have historically flown under the radar of educational policy makers, a situation that has been reified by recent attacks on public sector unions. In this article, I draw on social movement theory and an institutional case study of a self described social justice union to analyze teacher unions’ unique contributions to educational improvement. The primary product of this analysis is a cyclical model of union-supported, teacher-initiated educational change that codifies 40 years of social justice activism incubated, supported and catalyzed by a Canadian teacher union.

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Notes

  1. McCarthy and Zald’s theoretical work spawned a new branch of social movement studies—called “Resource Mobilization Theory” (See for example, Amenta et al. 2010; Foley 2000; Gaskell 2008; Gongaware 2011; Jordan et al. 2002; Maecklebergh 2011; Rucht and Neidhardt 2002).

  2. This article is regularly cited as the foundational text for a new field of administrative inquiry—social movement analysis of organizations and markets (See for example, Bies et al. 2007; Davis et al. 2008; DenHond and DeBakker 2007; King and Haveman 2008; Marquis et al. 2007; Walker et al. 2008; Zald 2008).

  3. All Canadian provincial and territorial teachers’ organizations support some social justice programming and all protest provincial educational policy decisions that constrain their professional autonomy, but few do so as vocally or as explicitly as the BCTF.

  4. A few key informants have kept me up to date with union initiatives taking place in the 4 years since I first conducted interviews.

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    Cindy Rottmann

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Rottmann, C. Forty years in the union: Incubating, supporting, and catalyzing socially just educational change. J Educ Change 13, 191–216 (2012). https://doi.org/10.1007/s10833-012-9180-7

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