TEACHING AMIDST PRECARITY: PHILADELPHIA'S TEACHERS, NEIGHBORHOOD SCHOOLS AND THE PUBLIC EDUCATION CRISIS

Abstract

This article aims to capture the rising critical consciousness among Philadelphia educators throuhgout the AY 2013-2014 school year as the district experienced an unprecedented fiscal crisis.  Drawing on 30 interviews and 9 months of participant observation at a neighborhood high school, Johnson High, this article ethnographically depicts the ways in which resistance and complicity to neoliberal education reforms were intrixcably bound up in teachers praxis, educational care, and political engagements.