Teacher activist groups (TAGs), which are formed both locally and through online communities, appear to be a growing force in response to the more corporate-driven reform movement of recent decades. The author explains how TAGs seek to influence education policy and practice through organized collective actions, such as protests, letter-writing campaigns, and alliances with like-minded groups. In addition, TAGs promote professional learning through workshops, book clubs, and inquiry groups.
Get full access to this article
View all access options for this article.
References
1.
KumashiroK.K. (2012). Bad teacher! How blaming teachers distorts the bigger picture. New York, NY: Teachers College Press.
2.
NaisonM. (2014). Badass teachers unite! Writing on education, history, and youth activism. Chicago, IL: Haymarket Books
3.
PicowerB. (2012). Practice what you teach: Social justice education in the classroom and the streets. New York, NY: Routledge.
4.
QuinnR.CarlN.M. (2015). Teacher activist organizations and the development of professional agency. Teachers and Teaching, 21 (6), 745–758.
5.
WangY. (2017). The social networks and paradoxes of the opt-out movement amid the Common Core State Standards implementation: The case of New York. Education Policy Analysis Archives, 25 (34), 1–27.
6.
WeinerL. (2012). The future of our schools: Teachers unions and social justice. Chicago, IL: Haymarket Books.
