TEACHER UNION – GOVERNMENTAL RELATIONS IN THE CONTEXT OF EDUCATIONAL REFORM

1. TEACHER UNION – GOVERNMENTAL RELATIONS IN THE CONTEXT OF EDUCATIONAL REFORM Nina Bascia & Pamela Osmond OISE – University of Toronto

2. PURPOSE • To explore relatively unexplored phenomenon: • Positive, productive teacher union – government relations • To contribute to understanding of teacher unions’ positive work in relation to educational reform • To contribute to discourse on social dialogue & partnership • To reveal international trends • To understand cultural, political & structural influences • To consider the discursive nature of union-government relations

3. SOURCES OF INFORMATION • 4 case studies of working relationships: • Sweden, England, South Africa, Alberta Canada • Survey reports from EI member organizations • Observations of International Summits • Available literature

4. REFORM CONTEXT • Improving educational quality • Increased competition among nation-states • Economic adversity • Major reforms: • Curriculum • Assessment and inspection • Teacher education & professional learning • Changes to working conditions • Reduced funding • Privatisation

5. TEACHERS & UNIONS • Teachers as targets and objects of reform • Teacher unions pressed to advocate • Fundamental tensions between governments and unions • Policy making vs. implementation: exacerbated differences • Often limits to purview: absence from the table • Time horizons

6. CASE OF SWEDEN • Culture and tradition of collaborative cooperative relations • Familiarity with individuals within Social Democrat government • Concerns about PISA results • Centralisation • Looming teacher shortage • Seeking points of convergence: • Teacher career ladder • Changes to teacher certification • “Raising the status of teaching”

7. CASE OF ENGLAND • PHASE 1: LABOUR GOVERNMENT • GOVERNMENT REFORMS; CRISIS IN WORKING CONDITIONS; INDUSTRIAL ACTION • SOCIAL PARTNERSHIP • BUILDING TRUST • MAKING POLICY • FOCUS ON WORKING CONDITIONS • PHASE 2: CONSERVATIVE GOVERNMENT • SHUT DOWN OF SOCIAL PARTNERSHIP • LOSS OF WAGE GUARANTEES • INSPECTION • ACADEMIES • “PROFESSIONALISM”

8. CASE OF SOUTH AFRICA • After apartheid • New multiracial unions • New authority for teacher unions • New curriculum • Teacher training and professional learning • Quality of teaching & learning issues: basic infrastructure • “Nation-building”

9. CASE OF ALBERTA • PHASE 1: 1990s-2002 • Hostile government, reduction in infrastructure • ATA shapes and builds infrastructure • Reframing of discourse • PHASE 2: 2002 onward • Partnerships • Alberta Initiative for School Improvement (AISI) • “Increasing educational capacity”

10. DISCOURSES OF REFORM • Shared discourse • Distinct discourses

11. MAINTAINING BALANCE • Balancing commitment to teachers with interest in collaborative relationship • Finding common ground with government • Joining • Modifying and enhancing • Initiating/parallel play vis a vis reform

12. CONCLUSIONS • “Mixed” relations in the context of reform • Fragility • Structure vs. personal relationships • Value of collaborative, cooperative relationships

13. RECOMMENDATIONS • Recognizing the value of cooperative relations • Minimizing harm, shaping educational practice, counterweight to neo-liberal reform • Improving implementation, building infrastructure • Focusing substance of relations • What teachers want and need • Keeping international attention on cooperative relations • Promoting relationship between teaching conditions & educational quality • Promoting cooperative relations and also pluralism • Tracking international trends • Comparative research