Workplace-A Journal for Academic Labor最新文献

{"title":"Principles to Practice: Philadelphia Educators Putting Social Movement Unionism into Action","authors":"Rhiannon M. Maton","doi":"10.14288/WORKPLACE.V0I26.185999","DOIUrl":"https://doi.org/10.14288/WORKPLACE.V0I26.185999","url":null,"abstract":"In the wake of Chicago’s well-known teacher strikes in 2012, social movement caucuses are popping up across the USA as teachers seek to better organize through the auspices of their unions in response to what they see as the dismantlement of public education. In this article, I explore how one educator-led social movement caucus, Philadelphia’s Caucus of Working Educators, takes up concepts of activism and social movement unionism in its change-oriented work. I show that educators come to take on identities as activists as they engage in intellectual inquiry into the nature of social movement unionism and grapple with questions about how race and racism shape their Philadelphia context and their organizing work.","PeriodicalId":42624,"journal":{"name":"Workplace-A Journal for Academic Labor","volume":"53 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2016-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81135910","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"“We Need to Grab Power Where We Can”: Teacher Activists’ Responses to Policies of Privatization and the Assault on Teachers in Chicago","authors":"S. Rodriguez","doi":"10.14288/WORKPLACE.V0I26.186004","DOIUrl":"https://doi.org/10.14288/WORKPLACE.V0I26.186004","url":null,"abstract":"In the midst of neoliberal governing mentalities, policies of privatizing public education in the U.S., and corporate reform, to what extent do the voice, emotion, body and resistance of a teacher matter? This article considers the experiences of teachers as they develop a critical consciousness and attempt to resist the global and local forces that seek to (de)professionalize them in particular ways that omit their voice from educational matters. Instead of accepting that teacher bodies have become regulated through disciplinary acts such as policies of privatization, corporate reform models or mechanisms of standardization in education such as value-added analysis as part of teacher evaluations across the U.S., this article explores the ways in which teachers in the local context of Chicago “talk back” to policy reform. Utilizing Giroux’s (1988) conceptual frame of “critical consciousness” coupled with teacher as “radical organic intellectual” and additional frameworks around neoliberal governmentality in educational settings to situate the study (Foucault, 1994; Rose, 1996, 1999; Rose & Miller, 1992), the purpose of this article is to explore teacher activists’ responses to teacher assault, policies of privatization and school closings in Chicago during the 2012-2013 school year. Drawing on ethnographic field notes from participant observations as teachers protested, organized, and agitated local educational policies and interviews with three teachers, this article considers the purpose of public education from teacher perspectives as well as their reasons and motivation for speaking against policies of neoliberal governmentality and policies of privatization (Lipman, 2011). Locating teacher consciousness and reflexivity enables us to see the lived experiences of teachers in Chicago and to write against (othering of teachers, and) the normative discourses around teacher deficits and the profession of teaching’s positioning in policy as inferior. Using the narratives of three particular teachers, this study provides insight into the ways in which teachers make sense of policy, and the ways in which they disrupt the process of corporate, neoliberal ideology.","PeriodicalId":42624,"journal":{"name":"Workplace-A Journal for Academic Labor","volume":"78 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2016-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74526065","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Existential Philosophy as Attitude and Pedagogy for Self and Student Liberation","authors":"S. Lieb","doi":"10.14288/WORKPLACE.V0I26.186157","DOIUrl":"https://doi.org/10.14288/WORKPLACE.V0I26.186157","url":null,"abstract":"Grounding myself in existential philosophy, I speak to an existential pedagogy of resistance in which the individual educator might reclaim her subjectivity and agency in these neoliberal times. Such a pedagogy, teaching as and for resistance, emerges from an intentionally proactive manifestation of the “existential attitude” (Solomon, 2005, p. 1), a consciously internalized realization of one’s own personhood amidst the oppressive realities of a dehumanizing educational system. In the portrait that follows, I represent my stance against neoliberal education as a resistor within and defector from the K-12 public school system where I worked as a teacher/librarian for thirteen years. Now, as an instructor (foundations of education) of undergraduate students preparing to be future teachers, I continue to position myself as a resistor by exposing my students to critical and philosophical forms of pedagogy that can be adapted to their own evolving teaching philosophies and future pedagogical practices. Using excerpts from a semester’s worth of autobiographical field notes (Spring 2013), I offer a portrait of pedagogical resistance against neoliberalism’s prescriptive teaching model whereby I emphasize existential themes of freedom, subjectivity, choice, action, and responsibility within a seminar setting. My purpose is to encourage students to develop their individual capacities for self-inquiry, personal expression (verbal and written), interactive dialogue, philosophical thinking, and relationship building.","PeriodicalId":42624,"journal":{"name":"Workplace-A Journal for Academic Labor","volume":"124 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2016-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87909929","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Place-Based Education in Detroit: A Critical History of The James & Grace Lee Boggs School","authors":"C. V. Houten","doi":"10.14288/WORKPLACE.V0I26.185970","DOIUrl":"https://doi.org/10.14288/WORKPLACE.V0I26.185970","url":null,"abstract":"This essay is a critical history of the Boggs School in Detroit.  In the context of education activism, the significance of the Boggs School is that it centralizes activist schooling as a complement to teacher activism.  More specifically, the school adds to our understanding of activist schooling traditions, the work of African American radicals in creating transformative education, and critical notions of schooling that operate both within and outside the public schooling tradition.  This essay will describe the Boggs School’s activist history, focusing on the following three areas: the events leading to the formation of the Boggs School; the radical education history informing the school’s theory and practice; and the school’s social, political, and educational interventions in Detroit and the way in which this activism is influencing national conversations.","PeriodicalId":42624,"journal":{"name":"Workplace-A Journal for Academic Labor","volume":"4 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2016-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76965605","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"TEACHING AMIDST PRECARITY: PHILADELPHIA'S TEACHERS, NEIGHBORHOOD SCHOOLS AND THE PUBLIC EDUCATION CRISIS","authors":"J. McWilliams","doi":"10.14288/WORKPLACE.V0I26.185942","DOIUrl":"https://doi.org/10.14288/WORKPLACE.V0I26.185942","url":null,"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.","PeriodicalId":42624,"journal":{"name":"Workplace-A Journal for Academic Labor","volume":"86 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2016-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89037178","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Film Review of Economic Freedom in Action: Changing Lives","authors":"S. Delgado, Michelle Gautreaux","doi":"10.14288/WORKPLACE.V0I25.185168","DOIUrl":"https://doi.org/10.14288/WORKPLACE.V0I25.185168","url":null,"abstract":"Recently, an initiative led by the Fraser Institute (as part of the Free to Choose Network) has begun to further influence economics and business education in schools throughout Canada and the US. In February 2014, the Fraser Institute released an educational film titled Economic Freedom in Action: Changing Lives, in Canada. This film follows the lives of five entrepreneurs from different countries (Zambia, South Korea, Slovakia and two stories from Chile) claiming that free market capitalism, “economic freedom” and individual entrepreneurship have allowed the protagonists to raise themselves out of poverty and achieve material wealth. However, the Fraser Institute ignores the problematic contradictions in its advocacy of free market capitalism and “economic freedom”. Marie-Antoinette, not recognizing that grain markets control access to bread, the staple of common people, proposes they eat cake (brioche). Similarly, the Fraser Institute and other neoliberal think tanks, refusing to acknowledge that capitalism, free market or otherwise, is the cause of much of the material inequalities, propose free choice and individual entrepreneurship as solutions to global poverty and structural inequalities. Shortage of jobs? No access to grains? Let them eat cake.","PeriodicalId":42624,"journal":{"name":"Workplace-A Journal for Academic Labor","volume":"99 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2015-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77234032","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Survival in the New Corporatized Academy: Resisting the Privatization of Higher Education","authors":"E. Boesenberg","doi":"10.14288/WORKPLACE.V0I25.185914","DOIUrl":"https://doi.org/10.14288/WORKPLACE.V0I25.185914","url":null,"abstract":"Rapid and profound changes are occurring in higher education that we ignore at our peril. Struggling against shifts toward privatization, Dr. Robert Price, a professor at City College of San Francisco, described the changes proposed for his campus as a tsunami (Nichol, 2013) and Jack Hassard cautioned lest the “slow creep of privatization does not turn into an avalanche” (Hassard, 2012).  These are apt descriptions for the formidable changes that are poised to sweep away everything in their path, with immediate and devastating consequences for educators, students, and the institutions they attend.  The curriculum is also affected and this in turn determines what knowledge is most valued. These transformations have a tremendous influence on how we as a society understand, value, and put education to use, as well as how we as educators practice our profession, generate, and use knowledge.  These disastrous changes have not come without warning however.  They are reflective of the neoliberal project and have the potential for far-reaching, negative social, political, and economic outcomes.  Integral to neoliberalism is a belief that the market has the best answer for a range of social concerns and that it is most capable of delivering results for a variety of social functions, among them education.  Acknowledging and understanding these changes can aid in the struggle to resist the effects of the privatization of higher education.","PeriodicalId":42624,"journal":{"name":"Workplace-A Journal for Academic Labor","volume":"66 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2014-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83136096","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Bullying in Academia Up Close and Personal: My Story","authors":"Paul Johnson","doi":"10.14288/WORKPLACE.V0I24.184964","DOIUrl":"https://doi.org/10.14288/WORKPLACE.V0I24.184964","url":null,"abstract":"ABSTRACT This paper is a personal account of being mobbed and bullied over the past four and half years. This whole experience began on October 26 th 2009, with what the literature describes as the Critical Incident . Despite the fact that the assessment instrument had not been published, and accompanying medical documentation provided a context for what had occurred, people decided to ignore this information and utilized this incident to demonstrate that what the author had done was unethical and required swift retribution by the University. However, following an administrative review, it was determined that the author had not committed this alleged offence. Certain individuals were appalled and refused to abide by this decision. The outcome was that over the next four and half years the author was subjected to many of the experiences that Leymann, Davenport, Schwartz and Elliot, Friedenberg, Khoo, and Westhues describe in typologies of bullying and mobbing. The most serious consequence was that on July 23 rd 2012 the author suffered an Ischemic stroke. Not only was the author’s medical health compromised during this experience; this experience had a devastating impact on his emotional well-being, career and professional development. Within the School of Social Work, I was unable to receive peer support, administrative acknowledgement or empathy regarding the impact that this illness had regarding my well-being. What was even more troubling was the University’s unwillingness to confront the bullying and mobbing. Instead, with no resolution the school leadership continues to hold onto earlier accusations and through communications and interactions blame the victim. Key words: mobbing, bullying, mental health consequences, physical health repercussions, personal and professional ramifications, critical incident method Normal 0 false false false EN-US JA X-NONE","PeriodicalId":42624,"journal":{"name":"Workplace-A Journal for Academic Labor","volume":"42 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2014-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85245405","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Higher Education Reform in Bangladesh: An Analysis","authors":"M. Hossain, A. Khan","doi":"10.5901/mjss.2014.v5n9p423","DOIUrl":"https://doi.org/10.5901/mjss.2014.v5n9p423","url":null,"abstract":"throughout the last 40 years or so in Bangladesh. To properly show the scenario of the educational development a discussion on various education commissions recommendations are given. The Qudrat-E-Khoda Commission (1974) basically highlights the colonial deprivation of two hundred years and some other problems in HE like the traditional memorizing system and lack of research and empirical studies. Secondly, Jatiya   Shikhah Upadeshta Parishad (1979) found problems like HE having inadequate relation with the country and the state and lack of sufficient facilities in the newly established colleges. The other commissions focus on a quota problem, the teachers’ fascination to private coaching, and lack of professional knowledge of teachers etc. The recommendations of these commissions include: closer relations of HE with the demands of the nation, expansion of practical education, introduction of new academic disciplines, introduction of four years’ Bachelor of Honours and one year Masters, involvement of the private sector in HE, more funds and facilities for research, modernizationof the syllabus and curriculum to meet international standards, etc. Our HE system came from the British and from time to time this is used politically. In the colonial days and also after independence the HE system was influenced by the ruling party. Finally, HE should function properly for sustainable development in the country and so reform is inevitable.","PeriodicalId":42624,"journal":{"name":"Workplace-A Journal for Academic Labor","volume":"221 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2014-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90981050","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"CRITICAL UNIVERSITY STUDIES: WORKPLACE, MILESTONES, CROSSROADS, RESPECT, TRUTH","authors":"S. Petrina, E. Ross","doi":"10.14288/WORKPLACE.V0I23.184777","DOIUrl":"https://doi.org/10.14288/WORKPLACE.V0I23.184777","url":null,"abstract":"What is the current crossroad for critical university studies? First, we need to act on the economic imperative of faculty alliances with a radically charged student movement in response to a decimated job market, incapacitating debt burdens, and contraction of the professoriate. Second, we need to act on the ethical imperative of alliances with class, environmental, and race grounded grassroots social movements including Occupy and Idle No More (INM). Third, we need to act on the legal imperative of alliances across the left and right in the throes of aggressive suppression of academic freedom downplayed by administrators exaggerating a civility crisis and exercising investigative powers through new respectful workplace policies. Fourth, we need to act on the political imperative of making critical university studies by remaking the critical and the university. This article provides analysis of the academic job market in context of these four imperatives.","PeriodicalId":42624,"journal":{"name":"Workplace-A Journal for Academic Labor","volume":"25 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2014-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78065673","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}