Teacher Dissent in Neoliberal Times: Counter-Publics and Alternative-Publics in Teacher Activism

Autor/in	White, Terrenda C.
Titel	Teacher Dissent in Neoliberal Times: Counter-Publics and Alternative-Publics in Teacher Activism
Quelle	In: Educational Theory, 70 (2020) 3, S.297-316 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-2004
Schlagwörter	Activism; Unions; Neoliberalism; Politics of Education; Equal Education; Minority Groups; Educational Change; Resistance to Change; Democracy; Public School Teachers; Illinois (Chicago) + Suchen Sie Ihr Suchwort? Aktivismus; Politischer Protest; Neo-liberalism; Neoliberalismus; Educational policy; Bildungspolitik; Ethnische Minderheit; Bildungsreform; Demokratie
Abstract	In this essay, Terrenda White examines distinct forms of activism by two influential organizations: the Chicago Teachers Union (CTU) and Teach for America (TFA). Despite differences between these groups, both have created new discourses and alliances among teachers in the public sphere -- what White calls "teacher publics." These new alliances, White argues, can be conceptualized as "counter-publics" and "alternative-publics." CTU is a counter-public because its activities counter the tradition of top-down insular unionism and embrace "social movement unionism" where teachers are part of an expansive coalition for social transformation, including contesting city and state bureaucracies for adequate resources and equitable practices on behalf of minoritized communities. TFA has also created expansive coalitions for change, embracing a "new professionalism" that rejects public contestations with state leaders for resources. As an alternative-public, TFA engages a network of private philanthropists and business leaders to generate change in public education through market-based initiatives that challenge bureaucratic control of teachers and schools and that incentivize competition, audit culture, and data-driven decision-making. These two cases, because their approaches to educational change are so different, provide fertile ground for White's evaluation of what new forms of activism mean for the democratic goals of public schools. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01