Saskatchewan Teacher Activists' Perceptions of Union and Grassroots Activism
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| Title: | Saskatchewan Teacher Activists' Perceptions of Union and Grassroots Activism |
|---|---|
| Language: | English |
| Authors: | Trudy Keil |
| Source: | Critical Education. 2025 16(2):68-93. |
| Availability: | Institute for Critical Education Studies. 2125 Main Mall, EDCP, University of British Columbia, Vancouver, BC, V6T 1Z4 Canada. Tel: 604-822-2830; Web site: https://ices.library.ubc.ca/index.php/criticaled/ |
| Peer Reviewed: | Y |
| Page Count: | 26 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Activism, Unions, Resistance (Psychology), Neoliberalism, Teacher Attitudes, Mentors, Group Unity, Psychological Patterns, Figurative Language, Foreign Countries |
| Geographic Terms: | Canada |
| ISSN: | 1920-4175 |
| Abstract: | Amid the global neoliberal assault on public education, teachers and their unions are called upon to resist detrimental educational reforms. Employing photo-elicitation focus groups, this paper explored ten Saskatchewan teacher activists' perceptions of their political resistance to neoliberalism both within their union and beyond. Utilizing a comparative case study approach, the study employed a poststructural framework of alliances, assemblages, and affect to analyze teachers' intellectual and emotional views. Intellectually, teachers agreed that the teacher union was less responsive than grassroots activism because of their diverse membership and legislative requirements. Teachers expressed that, despite seemingly insurmountable obstacles, they valued equity, activism, mentoring, and group collectivity. Emotionally, teachers exuded feelings of anger and isolation, but also hope and empowerment rooted in learning. Featuring teachers' metaphorical interpretations, this paper delves into teachers' affective understandings of their activism as a potential antidote to neoliberalism. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1469973 |
| Database: | ERIC |
| Abstract: | Amid the global neoliberal assault on public education, teachers and their unions are called upon to resist detrimental educational reforms. Employing photo-elicitation focus groups, this paper explored ten Saskatchewan teacher activists' perceptions of their political resistance to neoliberalism both within their union and beyond. Utilizing a comparative case study approach, the study employed a poststructural framework of alliances, assemblages, and affect to analyze teachers' intellectual and emotional views. Intellectually, teachers agreed that the teacher union was less responsive than grassroots activism because of their diverse membership and legislative requirements. Teachers expressed that, despite seemingly insurmountable obstacles, they valued equity, activism, mentoring, and group collectivity. Emotionally, teachers exuded feelings of anger and isolation, but also hope and empowerment rooted in learning. Featuring teachers' metaphorical interpretations, this paper delves into teachers' affective understandings of their activism as a potential antidote to neoliberalism. |
|---|---|
| ISSN: | 1920-4175 |
