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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
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  Data: 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/
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  Data: 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.
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      – Text: English
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        StartPage: 68
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      – SubjectFull: Activism
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      – SubjectFull: Unions
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      – SubjectFull: Resistance (Psychology)
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      – SubjectFull: Neoliberalism
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      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Mentors
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      – SubjectFull: Group Unity
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      – SubjectFull: Psychological Patterns
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      – SubjectFull: Figurative Language
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Canada
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      – TitleFull: Saskatchewan Teacher Activists' Perceptions of Union and Grassroots Activism
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