Duas histórias, uma escola
as narrativas concorrentes na batalha pela sindicalização de uma escola charter em Chicago
DOI:
https://doi.org/10.22420/rde.v20i1.2835Palavras-chave:
Sindicatos docentes, Escolas charter, Neoliberalismo, Reforma na educação, Investigação narrativaResumo
Este estudo narrativo analisa uma tentativa malsucedida de sindicalizar uma escola charter da zona urbana. Para investigar por que esse esforço não teve um resultado positivo, construo duas histórias da escola — as narrativas discursivas que cada lado contou sobre como a escola atua, a quem serve e como se insere numa disputa maior por justiça educacional, racial e econômica. Em seguida, analiso essas narrativas por meio da lente crítica do “urbanismo neoliberal” (LIPMAN, 2011) para sublinhar como a narrativa oficial da escola se baseou em estruturas neoliberais e discursos hegemônicos que, em última instância, ajudaram a diretoria a sufocar a tentativa de sindicalização, apesar do entusiasmo inicial generalizado entre os/as funcionários/as.
Downloads
Referências
AUGUSTINE, S. M. 2014. "Living in a Post-coding World: Analysis as Assemblage." Qualitative Inquiry 20 (6): 747-753. https:/ /doi.org/ 10.1177/1077800414530258
BEABOUT, Brian R., and Ivan Gill. 2015. "Why Here and Why Now? Teacher Motivations for Unionizing in a New Orleans Charter School." Journal of School Choice 9 (4): 486-502. https://doi.org/10.1080/15582159.2015.1079467
BROGAN, P. 2014. "Getting to the CORE of the Chicago Teachers' Union Transformation." Studies in Social Justice 8 (2): 145-164. https:/ /doi.org/10.26522/ssj.v8i2.1031
CHADDERTON, Charlotte. 2012. "Problematising the Role of the White Researcher in Social Justice Research."
ETHNOGRAPHY AND EDUCATION 7 (3): 363-380. https://doi.org/10.1080/17457823.2012.717203
CHILDERS, S. M. 2014. "Promiscuous Analysis in Qualitative Research." Qualitative Inquiry 20 (6): 819-826. https:// doi.org/10.1177/1077800414530266
CLANDININ, D. Jean. 2006. "Narrative Inquiry: A Methodology for Studying Lived Experience." Research Studies in Music Education 27 (1): 44-54. https://doi.org/10.1177/1321103X060270010301
CLANDININ, D. Jean, and F. Michael Connelly. 2000. Narrative Inquiry: Experience and Story in Qualitative Research. San Francisco, CA: Jossey-Bass.
COOPER, B. S., and J. Sureau. 2008. "Teacher Unions and the Politics of Fear in Labor Relations." Educational Policy 22 (1): 86-105. https://doi.org/10.1177/0895904807311298
DYKE, E., and B. Muckian Bates. 2020. "Educators Striking for a Better World: The Significance of Social Movement and Solidarity Unionisms." Berkeley Review of Education 9 (1). https://doi.org/10.5070/B89146423
EWING, Eve L. 2018. Ghosts in the Schoolyard: Racism and School Closings on Chicago's South Side. Chicago: The University of Chicago Press.
GANZ, M. 2011. "Public Narrative, Collective Action, and Power." In Accountability through Public Opinion: From Inertia to Public Action, edited by S. Odugbemi and T. Lee, 273-287. Washington, DC: The World Bank.
GUTSTEIN, E., and P. Lipman. 2013. "The Rebirth of the Chicago Teachers Union and Possibilities for a Counter-hege monic Education Movement." Monthly Review (New York. 1949) 65 (2): 1-10. https://doi.org/10.14452/MR-065- 02-2013-06_1
HARLOW, R. 2020. "Lessons Learned from Oral Histories Gathered from the April 2018 Oklahoma Teacher Walkout [Ph.D., Oklahoma State University]." In ProQuest Dissertations and Theses, 2540536919. ProQuest Dissertations & Theses A&I; ProQuest Dissertations & Theses Global.
JABBAR, H., J. Chanin, J. Haynes, and S. Slaughter. 2020. "Teacher Power and the Politics of Union Organizing in the Charter Sector." Educational Policy 34 (1): 211-238. https:/ /doi.org/10.1177/0895904819881776
KARVELIS, N. 2020. "Towards a Theory of Teacher Agency: Conceptualizing the Political Positions and Possibilities of Teacher Movements." Berkeley Review of Education 9 (1). https://doi.org/10.5070/B89146418
LEE, Enid, Deborah Menkart, and Margo Okazawa-Rey. 2008. Beyond Heroes and Holidays: A Practical Guide to K-12 Anti-Racist, Multicultural Education and Staff Development. 4th ed. Washington, DC: Teaching for Change.
LEWIS, Patrick J. 2011. "Storytelling as Research/Research as Storytelling." Qualitative Inquiry 17 (6): 505-510. https:// doi.org/10.1177/1077800411409883
LIPMAN, P. 2011. The New Political Economy of Urban Education: Neoliberalism, Race, and the Right to the City. New York: Routledge.
LONETREE, Anthony. 2021. "Teachers, Staffers at 2 Minnesota Charter Schools Agree to Form Unions." Star Tribune, June 13, 2021. https://www.startribune.com/teachers-staffers-at-2-minnesota-charter-schools-agree-to-form unions/600067825/.
MATON, R. 2022. "The Chicago Teachers Union as Counterhegemony." In Progressive Neoliberalism in Education, 1st ed, edited by A. Sharma, M. Schmeichel, and E. Wurzburg, 169-183. New York: Routledge.
MATON, R. M. 2022. '"What We Want is the Same Thing You Want': Educator Union Organizing for the 'Common Good' during Covid-19." Radical Teacher 124:43-50. https://doi.org/10.5195/rt.2022.1086
MONTANO, E. 2015. "Becoming Unionized in a Charter School: Teacher Experiences and the Promise of Choice."
EQUITY & EXCELLENCE IN EDUCATION 48 (1): 87-104. https://doi.org/10.1080/10665684.2015.991220
OWENS, L. 2022. "(Re)Forming Unions for Social Justice." Critical Education 13 (3): 63-79.
RICHARDSON, L., and E. A. St. Pierre. 2008. "Writing: A Method oflnquiry." In Collecting and Interpreting Qualitative Materials, edited by N. K. Denzin and Y. S. Lincoln, 959-978. Thousand Oaks, CA: Sage Publications.
SNYDER-YOUNG, D. 2010. "Beyond "an Aesthetic of Objectivity": Performance Ethnography, Performance Texts, and Theatricality." Qualitative Inquiry 16 (10): 883-893.
STARK, L. 2019. "We're Trying to Create a Different World": Educator Organizing in Social Justice Caucuses. Charlottesville, VA: University of Virginia.
'TEACHERS AND STAFF AT CHARTER SCHOOLS'. n.d. Chicago Teachers Union (blog). Accessed June 21, 2023. https://www. ctulocal l .org/union/ charter/.
