Issues in Teachers Work: Teaching, Curriculum, and Activism

• In Event: AERA Roundtable Session 15

Session Type: Roundtable Session

Abstract

This roundtable discusses teachers’ beliefs regarding classrooms, curriculum, and advocacy. The first paper identifies gaps between international governmental organizations and international trade union federations’ ideas about professionalism, opposing teacher-held beliefs of the social context of the profession of teaching. The second paper provides important context to Canadian teachers’ ability to conduct anti-racist teaching based on factors of class size, student race, and content delivery modalities. The third paper argues for utilizing curriculum in teacher preparation programs through a social justice lens focusing on organizing teachers on surrounding issues of racial, gender, economic, and labor justice. The final paper in the roundtable examines what Canadian teacher activists believe federations should focus on to effectively activate union members and advocate publicly.

Sub Unit

• SIG-Teachers Work/Teacher Unions

Chair

• Nina Bascia, University of Toronto - OISE

Papers

• Paradoxes of Professionalism: A Critical Discourse Analysis of Policy Recommendations to Attract Quality Teachers - Alison Milner, Aalborg University

• Teacher Perspectives on Classroom Conditions, Pathways, and Racial Equity - Arlo Kempf, University of Toronto, Ontario Institute for Studies in Education; Lena Shulyakovskaya, University of Toronto

• Teaching the Teacher Movements: Theorizing Teacher Organizing as Curricula for Justice-Oriented Teacher Education - Dana Morrison, West Chester University of Pennsylvania

• Voices of Teacher Activists: Exploring Educational Advocacy Within a Framework of Alliances, Assemblages, and Affect - Trudy Lynn Keil, University of Regina; Pamela Janie Osmond-Johnson, University of Regina