In 2018, a sequence of powerful education strikes and work stoppages across the United States sent shock waves through the country's public education system. This eruption of collective workers' organization was strongly led by women teachers responding to the current crisis of care, demanding resources, dignity, and justice for themselves, the children they teach, and their communities. While mainstream reports often represent these actions as traditional labor and/or feminist struggles, our research demonstrates that they were sites of more nuanced response to “care extraction” in education, and for understanding how constructions of gender and gender injustice both gave rise to the strikes and shaped their unfolding. Drawing on in-depth interviews with 10 teacher-activists who participated in the West Virginia strikes, we examine how teachers' labor is being transformed in a context of postindustrial austerity, illustrate the complex political identity of the strike actions, and explore the relationship between specific constructions of gendered labor and collective organizing in US public education today.

中文翻译：

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“如果我们不这样做，还有谁会去做？” 2018 年西弗吉尼亚州教师罢工中的性别、教育和护理危机

2018 年，美国各地发生的一系列大规模教育罢工和停工事件，震惊了该国的公共教育系统。这种集体工人组织的爆发是由女教师应对当前的护理危机、为自己、她们所教的孩子和她们的社区要求资源、尊严和正义的强烈领导。虽然主流报告通常将这些行动描述为传统的劳工和/或女权主义斗争，但我们的研究表明，它们是对教育中的“关怀提取”做出更细微反应的场所，并了解性别和性别不公正的建构如何同时导致罢工并塑造了他们的展开。通过对参与西弗吉尼亚州罢工的 10 名教师积极分子的深入采访，