Description
Book SynopsisIn 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.
Trade Review"Though Public Education, Neoliberalism, and Teachers: New York, Mexico City, Toronto will prove most useful to those studying education in North America, it will give those interested in neoliberalism more generally much to reflect upon. Though it is not a work of history, Bocking is careful to historicize his social scientific work, and the wealth of detail he provides in all three of his case studies — much of it previously untapped by scholars — will undoubtedly enrich the work of educational, economic, and labour historians grappling with the development of the most potent and controversial ideological formation of our time." -- Josh Cole *
Historical Studies in Education *
"This book will benefit audiences interested in labor relations and school governance." -- C. B. Thurston, University of Texas at San Antonio *
CHOICE *
Table of ContentsPreface 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
