Teacher Unionism in Changing Times: Is This the Real "New Unionism"?

Autor/in	Stevenson, Howard
Titel	Teacher Unionism in Changing Times: Is This the Real "New Unionism"?
Quelle	In: Journal of School Choice, 9 (2015) 4, S.604-625 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1558-2159
DOI	10.1080/15582159.2015.1080054
Schlagwörter	Teacher Associations; Unions; Case Studies; School Restructuring; Change Strategies; National Surveys; Collective Bargaining; Advocacy; Activism; Content Analysis; Position Papers; Newspapers; Social Change; Politics of Education; Foreign Countries; Interviews; United Kingdom (England) + Suchen Sie Ihr Suchwort? Lehrerorganisation; Lehrerverband; Lehrervereinigung; Case study; Fallstudie; Case Study; Schulreformplan; Schulumwandlung; Lösungsstrategie; Tarifverhandlung; Sozialanwaltschaft; Aktivismus; Politischer Protest; Inhaltsanalyse; Positionspapier; Newspaper; Zeitung; Sozialer Wandel; Educational policy; Bildungspolitik; Ausland; Interviewing; Interviewtechnik
Abstract	This article provides a case study of union change in an environment in which radical school restructuring is taking place, and active strategies to weaken and marginalize organized teachers are being pursued by the state. The case study union is the National Union of Teachers in England. The article explores a number of different strategies open to teacher unions, utilizing a framework provided by Turner (2004). Drawing on data collected at a national level, and in three local authority areas, I argue that the National Union of Teachers' response to the erosion of collective bargaining is best presented as an amalgam of strategies focused on workplace organizing, political campaigning, and coalition building. The data demonstrate considerable congruence between national and local strategies, although local data reveal considerable challenges in implementation and consequently considerable unevenness in local experiences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01