Union Busting: Black Teachers, Privatization, and the Future of Teacher Unions

• In Event: Moscone Center North Roundtable Session 6
  In Roundtable Session: What's Race Got to Do With It: How Market-Based School Reform Maintains Racial and Economic Inequality

Abstract

1. Objectives or purposes
The purpose of this paper is to describe the unique position of African American teachers in the era of neoliberal education reform. The presentation aims to articulate two paradoxes built into free-market oriented education reform and what they mean for teacher unions. The first paradox is that corporate reformers cast themselves as anti-racist and anti-poverty champions of Black youth while undermining an historic source of Black wealth and political power: trade unions.

The second paradox is that although Black teachers are, in many cities, being displaced by White teachers, White teachers are not the ultimate beneficiaries of this process. Teachers are resisting these trends by going on strike and by promoting the Black Lives Matter At School Movement, two trends that are currently parallel, but could become mutually reinforcing.

2. Perspective(s) or theoretical framework
This paper makes use of historical analyses and a class-based social framework to examine the role of racism in the present struggle over the future of public schooling. This work blends class analyses of the role of teacher unions (Blanc, 2019; Weiner, 2012) with race-conscious analyses of the particular position of African American workers in the US economy (Jones & Schmidt, 2014; Katz, et. al., 2005).

3. Methods, techniques, or modes of inquiry
This paper is based on an historical approach to understanding the overall patterns of African American employment in the public sector and in schools. This work holds those historic patterns up against present trends in education reform -- both rhetorical and practical efforts on the part of education reformers to attack teacher unions. The outcome of contemporary policy is shown to be in dramatic contradiction to the rhetoric of reformers.

4. Data sources, evidence, objects, or materials
Sources include data from the Bureau of Labor Statistics, previously published analyses of trends in teacher demographics, previously published historical analyses, and contemporary journalism and reports about teacher unions and anti-racist activists (such as Au & Hagopian, 2017; BLS, 2018; Brier, 2014; Friedman, 2018; Jones, 2018; Peterson, 2018; Tough, 2009).

5. Results and/or substantiated conclusions or warrants for arguments/point of view
This paper concludes that African American teachers are disproportionately bearing the brunt of the attacks on teacher unions in the era of neoliberal reform — specifically in the form of layoffs resulting from school closings. The subsequent whitening of the workforce stands in direct contradiction to the explicit anti-racist claims of neoliberal reformers

6. Scientific or scholarly significance of the study or work
Other researchers have examined the careers of African American teachers, documenting their experiences, struggles, and trajectories. No educational researcher has yet attempted to analyze the specific role of Black teachers in the context of neoliberal reform and the attacks on teacher unions.

Author

• Brian P Jones, The New York Public Library