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In 2012, the Chicago Teachers Union (CTU) issued the groundbreaking report, The Schools Chicago’s Students Deserve. The report provided a counter-narrative to ideas popular among corporate education reformers (or de-formers, as some like to say).

The Chicago Teachers Union argues for proven educational reforms to dramatically improve education of more than 400,000 students in a district of 675 schools. These reforms are desperately needed and can head Chicago towards the world-class educational system its students deserve.

Teaching in St. Paul Public Schools was a destination for me because I knew our schools had a gorgeous student population that reflected our world. I also found an amazing group of dedicated, talented colleagues I am honored to work alongside and represent.

LMU is a private Catholic university with 6,250 undergraduates, 2,150 graduate students and 1,100 law students from diverse backgrounds and many perspectives.

UTLA believes every child has a right to attend a high-quality Sustainable Community School in their neighborhood.

In 1907, Grace Strachan, a school principal and leader of New York’s Interborough Association of Women Teachers (IAWT), explained the significance of the organized teachers’ campaign. “I don’t think any of us are working simply for our own interests,” she offered.

This article examines both the Bargaining for the Common Good (BCG) contract campaigns that have emerged among teachers unions in the years since the Great Recession and the #RedforEd strikes and mobilizations of 2018.

In 1977, a bill to better enforce the National Labor Relations Act (NLRA) sailed quickly through the House of Representatives. Facing a Senate filibuster, its proponents weakened the proposal—making it, according to historian Jefferson Cowie, “lean, moderate, and basically unchallenging to the corporate order.”

“Culture becomes not a haven of ideas or a fixed state of experience but a social imaginary erupting out of a storied cultural real.” (Stewart 1996, 63-4)

I remember the day when my father, a West Virginia University professor, accompanied some of his students to Charleston for Undergraduate Research Day at the Capitol in February 2018.

If the 1960’s were known as the era of vigorous student militancy in most sectors of American education, the 1970’s may well go down in history as the decade of the angry teacher.

Not long ago, in the pages of this journal, I argued a number of propositions about the current state of historical research in the area of teacher unionism. One of those propositions was that a full explanation of the history of teacher union activity in the U.S.A. quite likely would require a three-pronged analysis involving the local, state, and national arenas.

In 2007, the National Education Association celebrated its 150th year. Over this time, NEA has been a driving force in education at all levels.