Getting to the CORE of the Chicago Teachers' Union Transformation (original) (raw)
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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 neol...