Abstracts
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.
Keywords:
- neoliberalism,
- teacher unions,
- grassroots activism,
- assemblages,
- affect theory,
- photo-elicitation
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Appendices
Biographical note
Trudy Keil (she/her) is a PhD candidate and dedicated public-school teacher examining teacher activism as resistance to neoliberal policies (e.g., privatization, standardization) in education. Supervised by Dr. Pamela Osmond-Johnson, her SSHRC-funded doctoral research includes interviews and focus groups with ten Saskatchewan teacher activists who advocate for equitable public education both within their union and beyond through social movements. Using post-structural theories of alliances, assemblages, and affect, Trudy explores the intellectual and emotional aspects of activism, aiming to inspire hope for a more compassionate society.