New issue of Critical Education launched:
Volume 8, Number 4
March 1, 2017
The New Teachers’ Roundtable: A Case Study of Collective Resistance
Beth Leah Sondel
The New Teachers’ Roundtable (NTRT) is a democratically run collective of new teachers who have become critical of neoliberal reform since relocating to New Orleans, with organizations including Teach For America, as a part of the post-Katrina overhaul of public schools. Through interviews and observations, this study examines the ways in which collective members support each other in attempts to navigate experiences they perceive as dehumanizing to themselves, their students, and their students’ communities. By developing relationships amongst themselves and with other stakeholders affected by and resisting privatization, they are able to challenge their own privilege and begin shifting their perspective and pedagogy. This study aims to contribute to our understanding of how teachers who have been affiliated with market-based movements can be galvanized to work in service of movements that are democratic, anti-racist, and accountable to communities.
Neoliberalism; Teacher Resistance; Critical Pedagogy; Social Movements
Vol 4, No 2 (2013)
Table of Contents
Race and Fear of the ‘Other’ in Common Sense Revolution Reforms
Laura Elizabeth Pinto
During the 1990s, Ontario experienced significant social policy reform under the Progressive-Conservative government’s controversial, but straightforward, platform called the Common Sense Revolution (CSR), promising to solve Ontario’s economic problems with lower taxes, smaller government and pro-business policies intended to create jobs. The ideological framing led to policy direction which dismantled existing provincial policies and institutions designed to promote equity. This paper begins by providing evidence to support how the CSR functioned as racist across a broad swath of policy areas, through ideology and coded language, structure and program cuts, and processes. Based on interviews with sixteen policy actors, the paper reveals how the provincial curriculum policy formulation process overtly overlooked and dismantled anti-racism and social justice in curriculum policy.
BCTF’s Teacher Newsmagazine just published an essay by UBC graduate student Tobey Steeves that aims to “map the winners and losers within BC’s education policy-making arena.”
Teacher Newsmagazine (May/June 2012)
Mapping desire and power within the field of education policy in BC
By Tobey Steeves
In their overview of qualitative interviewing (QI) as research methodology, Kvale & Brinkmann (2009) insist “…knowledge is power. The social practice of research interviewing may become a form of democratic practice that can be used to help create a free democratic society.” With this generalized goal in mind, I initiated an interview-based research inquiry into education policy in British Columbia. Beginning with the question: What desires are privileged by education policy in BC?, I solicited the participation of a well-established policy maker/ analyst and organized a series of questions that were designed to elicit a rudimentary outline of education policy in BC as a field of power. Phrased more succinctly, I used targeted questions to map the winners and losers within BC’s education policy-making arena. …
Read the full article here.