abstract: The ongoing Red for Ed movement in Arizona sparks an interesting discussion on its place as a social movement. This thesis examines the movement in close detail, particularly in regard to how it fits within the social movement literature’s insider/outsider framework. While partisanship is clearly important for understanding movement successes and failures, this study goes beyond party to explore through the case of Arizona how teacher movements are constrained by 1) teacher associations that operate as outsiders to state politics and 2) school districts that isolate the problem priorities (funding; teacher pay) from gaining large-scale public reaction that can be leveraged to change state policy. In short, I show how teacher movements face significant institutional barriers that localize their messaging and prevent insider access from state politics. / Dissertation/Thesis / Masters Thesis Social Justice and Human Rights 2020