In recent years, schools across North America, serving vastly distinct communities, have been subject to strikingly similar waves of neoliberal policies by governments that are reshaping the nature of teachers’ work.
In recent years, schools across North America, serving vastly distinct communities, have been subject to strikingly similar waves of neoliberal policies by governments that are reshaping the nature of teachers’ work.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Paul Bocking recently earned his PhD in geography from York University and is a sessional lecturer in the School of Labour Studies at McMaster University.
Inhaltsangabe
Preface 1. Introduction 1.1 What Is Teachers’ Professional Autonomy? Why Is It Important for Public Education? 1.2 Key Dimensions for Assessing Challenges to Professional Autonomy 1.3 A Geography of Teachers’ Professional Autonomy 1.4 Challenging Professional Autonomy 1.5 Methodology 1.6 Book Overview 2. Geographies of Professional Autonomy and Neoliberalism in North America Preface: Dia Del Trabajo 2.1 The Emergence of Public Education, Teachers’ Unions, and Professionalism 2.2 The Postwar Consolidation of Public Education Systems and Teachers’ Unions 2.3 The Neoliberalization of Education: Teacher Unionism on the Defensive 2.4 Transnational Elite Policy 2.5 Counter Hegemonic Continental Networks 3. New York City Preface: Visiting a Small High School on the Upper West Side 3.1 Structural Changes I: Centralizing Power to Facilitate Neoliberal Fast Policy 3.2 Structural Changes II: Transforming Workplace Culture 3.3 Teacher Precariousness and the Weakening of the School Site Union and Professional Autonomy 3.4 Scaling Up: Initiative in Neoliberal Policy Shifts from NYC to Albany 3.5 Cuomo’s Expansion of Standardized Testing into Teacher Evaluation: Undermining Professional Autonomy 3.6 State of Our Union, State of Our Schools 4. Mexico City Preface: Teachers’ Day 4.1 Transitions in State Power, Decentralization, and Emergence of Elba Esther Gordillo’s SNTE as a Key Neoliberal Actor 4.2 Re-Centralized Governance through School-Based Competition 4.3 From Clientelism to a Neoliberalized Teaching Profession 4.4 Enrique Peña Nieto and Fast Policy 4.5 What Makes a Teacher? Marginalizing the Normals and Teacher Education 4.6 Testing Teachers 4.7 Precarious Employment and Professional Autonomy 4.8 Acquiescence, Resistance, and the Challenges of Scaling Up: The CNTE in the City and the Countryside 5. Toronto Preface: School Workroom Cultures 5.1 Centralizing Governance: Increasing Ontario Ministry of Education Control of the Toronto District School Board 5.2 Quantifying Student Achievement: Policy from the Centre 5.3 Quantifying Student Achievement: Impact on the Classroom and Professional Autonomy 5.4 Quantifying Student Achievement: Intersection of Race, Class, and School Choice on Teachers’ Work 5.5 Scaling Up: The Centralization of Bargaining and the Negotiation of Professional Autonomy 6. Conclusion Preface: Confronting the Neoliberalization of Education 6.1 The Centrality of Teachers’ Professional Autonomy in the Struggle Against the Neoliberalization of Education 6.2 Teachers’ Unions as Champions of Professional Autonomy 6.3 A Multi Scalar Geography of Teachers’ Professional Autonomy Appendix: List of Interviews Bibliography
Preface 1. Introduction 1.1 What Is Teachers’ Professional Autonomy? Why Is It Important for Public Education? 1.2 Key Dimensions for Assessing Challenges to Professional Autonomy 1.3 A Geography of Teachers’ Professional Autonomy 1.4 Challenging Professional Autonomy 1.5 Methodology 1.6 Book Overview 2. Geographies of Professional Autonomy and Neoliberalism in North America Preface: Dia Del Trabajo 2.1 The Emergence of Public Education, Teachers’ Unions, and Professionalism 2.2 The Postwar Consolidation of Public Education Systems and Teachers’ Unions 2.3 The Neoliberalization of Education: Teacher Unionism on the Defensive 2.4 Transnational Elite Policy 2.5 Counter Hegemonic Continental Networks 3. New York City Preface: Visiting a Small High School on the Upper West Side 3.1 Structural Changes I: Centralizing Power to Facilitate Neoliberal Fast Policy 3.2 Structural Changes II: Transforming Workplace Culture 3.3 Teacher Precariousness and the Weakening of the School Site Union and Professional Autonomy 3.4 Scaling Up: Initiative in Neoliberal Policy Shifts from NYC to Albany 3.5 Cuomo’s Expansion of Standardized Testing into Teacher Evaluation: Undermining Professional Autonomy 3.6 State of Our Union, State of Our Schools 4. Mexico City Preface: Teachers’ Day 4.1 Transitions in State Power, Decentralization, and Emergence of Elba Esther Gordillo’s SNTE as a Key Neoliberal Actor 4.2 Re-Centralized Governance through School-Based Competition 4.3 From Clientelism to a Neoliberalized Teaching Profession 4.4 Enrique Peña Nieto and Fast Policy 4.5 What Makes a Teacher? Marginalizing the Normals and Teacher Education 4.6 Testing Teachers 4.7 Precarious Employment and Professional Autonomy 4.8 Acquiescence, Resistance, and the Challenges of Scaling Up: The CNTE in the City and the Countryside 5. Toronto Preface: School Workroom Cultures 5.1 Centralizing Governance: Increasing Ontario Ministry of Education Control of the Toronto District School Board 5.2 Quantifying Student Achievement: Policy from the Centre 5.3 Quantifying Student Achievement: Impact on the Classroom and Professional Autonomy 5.4 Quantifying Student Achievement: Intersection of Race, Class, and School Choice on Teachers’ Work 5.5 Scaling Up: The Centralization of Bargaining and the Negotiation of Professional Autonomy 6. Conclusion Preface: Confronting the Neoliberalization of Education 6.1 The Centrality of Teachers’ Professional Autonomy in the Struggle Against the Neoliberalization of Education 6.2 Teachers’ Unions as Champions of Professional Autonomy 6.3 A Multi Scalar Geography of Teachers’ Professional Autonomy Appendix: List of Interviews Bibliography
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