teacher strikes
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Headline IRAN: The establishment can manage new teacher strikes

2021 ◽  
Ferdous Jahan ◽  
Nicole Zviedrite ◽  
Hongjiang Gao ◽  
Faruque Ahmed ◽  
Amra Uzicanin

Introduction Outside of pandemics, there is little information about occurrence of prolonged unplanned K-12 school closures (PUSC). We describe here the reasons, characteristics, and patterns of PUSC in the United States during 8 consecutive inter-pandemic academic years, 2011–2019. Methods From August 1, 2011 through June 30, 2019, daily systematic online searches were conducted to collect data on publicly announced unplanned school closures lasting ≥1 school days in the United States. Closures were categorized as prolonged when schools were closed for ≥5 unplanned days (approximating one full workweek), excluding weekends and scheduled days off per school calendars. Results During the eight academic years, a total of 21,725 PUSCs were identified, affecting over 800,000 teachers and 13 million students that resulted in 89.9 million student-days lost. A median of 62.9% of students in PUSC-affected schools were eligible for subsidized school meals. Most affected schools were in cities (35%) and suburban areas (34%). Natural disasters (48%), adverse weather conditions (35%), and budget/teacher strikes (15%) were the most frequently cited reasons for PUSC; illness accounted for 1%, and building/facility issues, environmental issues and violence together accounted for the remaining 3%. The highest number of PUSCs occurred in Health and Human Services Regions 2, 3, 4, and 6 encompassing areas that are frequently in the path of hurricanes and tropical storms. The majority of PUSCs in these regions were attributed to a handful of hurricanes during the fall season, including hurricanes Sandy, Irma, Harvey, Florence, and Matthew. Conclusions PUSCs occur annually in the United States due to a variety of causes and are associated with a substantive loss of student-days for in-school learning. Both these prior experiences with PUSCs and those during the current COVID-19 pandemic illustrate a need for creating sustainable solutions for high-quality distance learning and innovative supplemental feeding programs nationwide, especially in disaster-prone areas.

2021 ◽  
Vol 38 (4) ◽  
pp. 143-148
Eric Blanc

To celebrate the 10th anniversary of Praktyka Teoretyczna journal, we have invited our long-lasting collaborators and comrades to reflect once again on the concept of the common and it’s possible futures by posing the following questions: a) what is the most important aspect of the current struggles for the common?; b) what are the biggest challenges for the commonist politics of the future?; and c) where in the ongoing struggles do you see a potential for scaling-up and spreading organisation based on the common? In his reply, Eric Blanc draws our attention to contemporary teachers strikes as a movement with radical potentialities that greatly exceed merely reversing the privatization process of education.

David Jaume ◽  
Alexander Willén

2021 ◽  
Vol 82 ◽  
pp. 102369
Luz Karime Abadía Alvarado ◽  
Silvia C. Gómez Soler ◽  
Juanita Cifuentes González

AERA Open ◽  
2021 ◽  
Vol 7 ◽  
pp. 233285842110148
René F. Kizilcec ◽  
Maximilian Chen ◽  
Kaja K. Jasińska ◽  
Michael Madaio ◽  
Amy Ogan

School closures due to teacher strikes or political unrest in low-resource contexts can adversely affect children’s educational outcomes and career opportunities. Phone-based educational technologies could help bridge these gaps in formal schooling, but it is unclear whether or how children and their families will use such systems during periods of disruption. We investigate two mobile learning technologies deployed in sub-Saharan Africa: a text-message-based application with lessons and quizzes adhering to the national curriculum in Kenya (N = 1.3 million), and a voice-based platform for supporting early literacy in Côte d’Ivoire (N = 236). We examine the usage and beliefs surrounding unexpected school closures in each context via system log data and interviews with families about their motivations and methods for learning during the disruption. We find that mobile learning is used as a supplement for formal and informal schooling during disruptions with equivalent or higher intensity, as parents feel responsible to ensure continuity in schooling.

2020 ◽  
pp. 1-19
Alexander Hertel-Fernandez ◽  
Suresh Naidu ◽  
Adam Reich

Strikes are a central tool of organized labor, yet existing research has focused on the economic consequences of strikes, rather than their political effects. We examine how labor actions by teachers, a well-organized group of public sector workers, affect mass attitudes about the strikes and interest in the labor movement more generally. Our context involves large-scale teacher strikes and walkouts in six states in 2018. Using an original survey in the affected states, we study the causal effect of strike exposure among parents whose children’s ages place them in or out of school. Firsthand strike exposure increased parents’ support for the teachers and for the labor movement, as well as parents’ interest in labor action (though not necessarily through traditional unions). Our results highlight the importance of strikes as a political strategy for unions: not only can they build stronger public support for the striking workers but they can also inspire greater interest in further labor action among other workers.

Kyla Walters

This chapter examines the dynamics behind a high-profile campaign led by the Massachusetts Teachers Association (MTA). In 2016, right-wing forces sought to expand charter schools through a ballot initiative. Initially, all signs suggested that the charter expansion would easily pass. The MTA mobilized, and the ballot measure was defeated in a landslide. This chapter identifies several mechanisms that contributed to the teachers' success. Most important, the MTA committed to fighting. Together with the National Association for the Advancement of Colored People (NAACP), Jobs with Justice, and others, this grassroots coalition defeated Wall Street's money and showed the power of social justice organizing. Fifteen months later, in spring 2018, a string of strikes in red states showed that educators in many places have both the inclination and the capacity to fight, even where teacher strikes are prohibited.

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