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Paxton, Rebekah – Pioneer Institute for Public Policy Research, 2019
On average, only about 16 percent of annual union dues paid by members in 19 Massachusetts public school districts stayed with local union chapters. The remaining 84 percent of dues revenue went directly to the state (Massachusetts Teachers Association) and national (National Education Association) union affiliates. But what about public higher…
Descriptors: College Faculty, Unions, Union Members, Fees
Kroeger, Teresa; McNicholas, Celine; Wilpert, Marni von; Wolfe, Julia – Economic Policy Institute, 2018
The nation's oldest labor laws give employees the fundamental rights to organize and join a union. An increasing number of graduate student workers across the country are seeking to exercise these rights at the private universities where they work while they pursue their education. During the 2011-2012 school year, 12.1 percent of all graduate…
Descriptors: Graduate Students, Unions, Union Members, Research Assistants
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Evans, Matthew – British Journal of Sociology of Education, 2020
This article reflects upon the neoliberalisation of higher education and its effects on teaching practice. It is argued that a neoliberal discourse of teaching excellence has the effect of working against, and potentially undermining, the emancipatory potential of higher education. The article reflects upon attempts to navigate disciplinary power…
Descriptors: Higher Education, Universities, Neoliberalism, Educational Practices
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Konik, I.; Konik, A. – Discourse: Studies in the Cultural Politics of Education, 2018
This article explores the possibility that the recent #RhodesMustFall and #FeesMustFall student protests at South African universities may be partially underpinned by grief over a dying essentialist assemblage in the wake of the 2012 Marikana massacre--which saw the assemblage severed from the State Apparatus in a way that spelled its doom.…
Descriptors: Activism, Grief, Models, Advocacy
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Ginsburg, Mark – Current Issues in Comparative Education, 2017
This article analyzes three USAID education strategy documents (1998, 2005, and 2011) as well as USAID's requests for proposals for three projects to assess how teachers are represented. The main findings indicate that USAID education strategy documents a) treat teachers as human capital, a human resource input, rather than as human beings and b)…
Descriptors: International Organizations, Educational Attitudes, Teachers, Educational Strategies