Abstract
Since at least the mid-1980s critical voices have called for reforming public education. In 1995 the Chicago Public School system was placed under the mayor's control and a labor agreement with nearly 30,000 teachers was stripped of many essential provisions. But in 2001 a leadership change at the Chicago Teachers Union (CTU) promised a new representational approach that would not only win back contract rights, but also embrace a more assertive responsibility for teachers in determining how education would be delivered to the city's 400,000 school children. This work focuses on an extensive project by the CTU to have a substantive impact on school "governance" and the impact that effort had in influencing the outcome of a union leadership election.
Original language | English (US) |
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Pages (from-to) | 167-188 |
Number of pages | 22 |
Journal | Labor Studies Journal |
Volume | 32 |
Issue number | 2 |
DOIs | |
State | Published - 2007 |
Keywords
- Chicago
- Education
- Reform
- Teachers
- Unions
ASJC Scopus subject areas
- Industrial relations
- Arts and Humanities (miscellaneous)
- Sociology and Political Science