Teacher strikes have gained national attention with the "#RedforEd" movement. Such strikes are polarizing events that could serve to elevate education as a political priority or cast education politics in a negative light. We investigate this empirically by collecting original panel data on U.S. teacher strikes, which we link to…

In response to a need for increased engagement given the #RedForEd movement, this article draws upon my experience as an organizer and participant in the recent wave of teacher activism to provide implications for theories of teacher agency and political transformation. First, I conceptualize the Arizona #RedForEd movement's unique position beyond…

The pros and cons of the right of public school teachers to strike are examined. (CK)

The opinions of Laszlo Hetenyi on teacher unionism are examined in the light of the writings of William James and John Dewey. (JD)

Examines issues that came out of the NEA convention and that are of interest to school boards and school superintendents. (IRT)

The focus of this study is the efficacy of the mass jailing tactic in deterring teacher militancy. (Author)

Discusses the two strikes underwent by the School District of Philadelphia during the 1972-1973 school year, noting the effect of a teacher strike on the role of the Principal. (JM)

The New York City teachers' strike in 1968 over the issue of the removal of some teachers in Ocean Hill-Brownsville created an opportunity for a study of the effect of the strike on children's political values and beliefs. Drawing upon a sample of Jewish boys and their parents from an almost exclusively Jewish community, two hypotheses were…

Discusses the provocation and course of, and issues involved in, a teachers' strike in Buffalo, New York, at the start of the 1976-1977 school year from several points of view: namely, those of an assistant superintendent, several teachers, and outside observers. (JM)

This history depicts Oakland Community College (OCC) in Michigan as a microcosm of the dramatic events of the late 1960's and early 1970's. Four primary sources were used: the personal experiences of the author who worked at the college during this time; extensive interviews with staff, faculty, administrators, and students; newspaper accounts;…

The authors believe that in order to fully develop as an individual and an effective member of a democratic society, one must be able to intelligently evaluate a wide range of conflicting and controversial viewpoints. And it is on this crucial point that our educational system has, no doubt unintentionally, failed a large number of citizens. This…