ABSTRACT

Background: Social movement scholarship tends to focus on macro-level processes of movement emergence, overlooking the day-to-day groundwork of marginalized social movement actors who contribute to and sustain large-scale action. Contributing to this gap in literature, we develop the construct of “pedagogies of organizing” to illuminate the micro-level dimensions through which social movements for educational justice emerge.

Methods: Drawing on audio/video recordings, field notes, and artifacts as data, we examine the micro-interactional processes through which a teacher of Color, as union organizer, facilitates common cause and identity among teachers, students, and working people as social movement actors in the 2019 Los Angeles teacher strike.

Findings: Our analysis details how broad-based social movements and teacher union’s organizing strategies influenced his practices. Guided by ethnic studies and third world feminism, this teacher simultaneously engaged multiple contexts—sometimes at tension with one another—to (re)create organizing strategies that sustained collective action and (re)centered anti-racist intersectional visions of educational justice.

Contribution: We argue that this teacher’s culminating practices concurrently re-shaped and re-imagined present and future education reform efforts, and discuss how expansive possibilities of educational justice within a neoliberal context are embodied by teacher-activists of Color who critically and innovatively enact everyday organizing practices.

摘要

背景：社会运动奖学金倾向于关注运动出现的宏观过程，而忽略了为和维持大规模行动做出贡献的边缘化社会运动参与者的日常基础工作。造成文学空白的原因是，我们开发了“组织教学法”的结构，以阐明微观层面的维度，通过这些层面，教育正义的社会运动得以兴起。

方法：利用音频/视频记录，现场笔记和人工制品作为数据，我们研究了微交互过程，Color老师作为工会组织者，通过这种微交互过程促进了教师，学生和劳动者之间作为社会的共同原因和认同运动演员在2019年洛杉矶教师罢工中。

调查结果：我们的分析详细说明了基础广泛的社会运动和教师工会的组织策略如何影响其实践。在种族研究和第三世界女权主义的指导下，这位老师同时从事多种情境（有时彼此之间处于紧张状态），以（重新）制定组织策略以维持集体行动并（重新）以反种族主义的教育正义观为中心。

贡献：我们认为，这名教师的最终实践同时重塑和重新构想了当前和未来的教育改革努力，并讨论了新自由主义语境下教育正义主义者在日常活动中批判性和创新性地体现了新的自由主义环境下广阔的教育可能性的可能性。组织实践。