From pressure to "teach to the test" and the use of quantitative metrics to define education "quality," to the rise of "school choice" and the shift of principals from colleagues to managers, teachers in New York, Mexico City, and Toronto have experienced strikingly similar challenges to their professional autonomy. By visiting schools and meeting teachers, government officials, and union leaders, Paul Bocking identifies commonalities that are shaping how teachers work and public schools function.
While arguing that neoliberal education policy is a dominant trend transcending the realities of school districts, states, or national governments, Bocking also demonstrates the importance of local context to explain variations in education governance, especially when understanding the role of resistance led by teachers’ unions.
"Public Education, Neoliberalism, and Teachers make a valuable and timely contribution to our understanding of how teacher unions engage with and resist neoliberal reforms. The issues explored by Bocking are very well researched and provide a depth of analysis that is all too rare."- Howard Stevenson, School of Education, University of Nottingham
"Public Education, Neoliberalism, and Teachers is a major contribution, providing clear illustrations and cross-case analysis of recent neoliberal educational reforms."- Nina Bascia, Professor & Chair, Department of Leadership, Higher & Adult Education, OISE
"Bocking makes a major contribution to questions about what neoliberal education reform looks like on the ground, what it means for teachers as workers, what it tells us about state and business policymakers’ plans for the future more broadly, and, crucially, what resisting these trends and making a different future will involve."- James Cairns, Faculty of Liberal Arts, Wilfrid Laurier University
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