The 2019 Chicago Teachers' Union Strike: Meeting Student Needs Analysed through Nancy Fraser's 'Politics of Need Interpretation'

Autor/in	Welsh, Sally
Titel	The 2019 Chicago Teachers' Union Strike: Meeting Student Needs Analysed through Nancy Fraser's 'Politics of Need Interpretation'
Quelle	In: Journal for Critical Education Policy Studies, 20 (2022) 2, S.173-204 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Student Needs; Unions; Politics of Education; Strikes; Public Schools; Boards of Education; Discourse Analysis; Social Change; Teacher Attitudes; Working Class; Inclusion; Professionalism; Decision Making; Educational Change; Kindergarten; Elementary Secondary Education; Neoliberalism; Charter Schools; School Choice; Illinois (Chicago) + Suchen Sie Ihr Suchwort? Educational policy; Bildungspolitik; Strike; Streik; Public school; Öffentliche Schule; Ausschuss; Diskursanalyse; Sozialer Wandel; Lehrerverhalten; Arbeiterklasse; Inklusion; Professionalität; Decision-making; Entscheidungsfindung; Bildungsreform; Neo-liberalism; Neoliberalismus; Charter school; Charter-Schule; Choice of school; Schulwahl
Abstract	This article analyses the narratives and counter-narratives which characterised the struggle between the Chicago Public School Board (CPS) and the Chicago Teachers' Union (CTU) preceding the 2019 Chicago teachers' strike. This was an extraordinary event which has received little scholarly attention. The paper explores the types and uses of the discourses put forward in the struggle through the lens of Nancy Fraser's 'politics of needs interpretation'. Fraser's framework was conceived and is typically applied to social welfare policy, so this paper provides a new perspective and understanding of its theoretical application in its examination of competing educational claims. Analysing key CPS and CTU texts which are in the public domain, I argue that different actors in the struggle competed for ownership of an expert discourse on student need in Chicago. The paper draws attention to the way a teachers' union consciously used social movement framing to foreground an inclusive view of the working class. The CTU's refusal to accept the dominant conceptualisation of education as performativity was an assertion of teacher professionalism. Placing the social reproductive needs of their students and families at the centre of their demands for better education provision in Chicago was a radical reimagining of education. In conclusion, Fraser's theory is found to be a helpful tool when considering who has the legitimate authority to determine education needs. (As Provided).
Anmerkungen	Institute for Education Policy Studies. University of Northampton, School of Education, Boughton Green Road, Northampton, NN2 7AL, UK. Tel: +44-1273-270943; e-mail: ieps@ieps.org.uk; Web site: http://www.jceps.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01