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The participation and influence of teacher unions on education reforms in an independent NamibiaKudumo, Marius 10 October 2011 (has links)
This study explores the shifting roles of teacher unions in pre-and post-independence Namibia, against the backdrop of a changing political context. My aim was to understand the roles of teacher unions both before and after independence in Namibia, and to explain how they changed in the different political contexts. To do so, I examined the teacher union roles in three distinct phases, namely pre-independence, immediately post-independence, taking in the period from 1990 to 1999, and the last decade, from 2000 up until today. In approaching the research questions, I worked on the assumption that understanding and explaining the roles of teacher unions in pre- and post-independence Namibia could best be achieved by interacting with participants who were or had been involved in education and the teacher unions in Namibia. I argued that their experiences would be important in constructing knowledge on the unions, particularly regarding their roles before and after independence. I chose a narrative design for the study, because it allowed me to interact with the participants to gain deeper meanings from their individual perspectives. Narrative design was appropriate to this research, because it also allowed me to trace the way events in education mirrored those in the national political arena, and to explain why particular tendencies emerged. I used the information collected during the interviews and document analysis as the data for the study. Four themes emerged regarding the roles of teacher unions in the contexts of pre- and post-independence Namibia, around which I conceptualized the study. These were the shifting historic roles of these unions in Namibia, the institutional frameworks and modalities for union participation, the contextual factors relating to the roles of the unions, and the changed roles of the unions in contemporary Namibia. The findings of the study suggested, firstly, that teacher unions play different roles in different political contexts, and that these roles are shaped by contextual factors. Secondly, the research established that the unions in the post-independence contexts did not necessarily have a vision of a labour-driven process of radical strategic change, as postulated by the theory of strategic unionism. Instead, the findings suggest that teacher unions in contemporary Namibia are influenced and shaped by the broader political and social factors of a new hierarchical political culture, by political and economic middle-class aspirations, and by undefined party-government-teacher union relationships. I conclude the study by suggesting an expansion of the concept of strategic unionism to include the nuances of political and economic contexts and aspirations. / Thesis (PhD)--University of Pretoria, 2011. / Education Management and Policy Studies / unrestricted
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Organized Leadership for Equitable Change: Union-active Teachers Dedicated to Social JusticeRottmann, Cynthia 31 August 2011 (has links)
Historically, teachers’ unions have been some of the major organizational sites of social justice leadership in K-12 education (Kuehn, 2007; M. Murphy, 1990; Urban, 1982), but until the mid 1990s, the term “social justice unionism” (Peterson & Charney, 1999) had little currency in teacher union circles. The purpose of this qualitative case study was to examine the concept of social justice unionism in context. In particular, I asked how teacher union activists contributed and responded to the institutionalization of social justice in their organization. I used a critical constructionist (Ball, 1987; Berger & Luckmann, 1966; D. E. Smith, 1987) perspective to analyze 25 career history (Goodson, 1994) interviews with teachers, staff and elected officials affiliated with the British Columbia Teachers’ Federation between 1967 and 2007, and found that successive generations of union-involved activists dedicated to labour solidarity, feminism, multiculturalism, anti-colonialism and anti-homophobia used networks of like-minded colleagues to counter bureaucratic norms within their organization, the education system and society. A qualitative depiction of these changes suggests that they were layered, multi-dimensional and uneven. They played out on a contested, uphill gradient shaped, but not determined, by four factors: the organizational prioritization of teacher welfare over social justice; historically persistent micro-political struggles between two federation caucuses; the centralizing tendencies of union leadership in response to the provincial government’s centralization of educational authority; and broader ruling relations in Canadian society. Still, despite this uphill gradient, all activist networks left a durable trace on federation history. The major significance of this finding for critical theorists and social justice activists is a modestly hopeful alternative to the traditional conceptions of change embedded in organizational theory: revolution, evolution or despair.
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Organized Leadership for Equitable Change: Union-active Teachers Dedicated to Social JusticeRottmann, Cynthia 31 August 2011 (has links)
Historically, teachers’ unions have been some of the major organizational sites of social justice leadership in K-12 education (Kuehn, 2007; M. Murphy, 1990; Urban, 1982), but until the mid 1990s, the term “social justice unionism” (Peterson & Charney, 1999) had little currency in teacher union circles. The purpose of this qualitative case study was to examine the concept of social justice unionism in context. In particular, I asked how teacher union activists contributed and responded to the institutionalization of social justice in their organization. I used a critical constructionist (Ball, 1987; Berger & Luckmann, 1966; D. E. Smith, 1987) perspective to analyze 25 career history (Goodson, 1994) interviews with teachers, staff and elected officials affiliated with the British Columbia Teachers’ Federation between 1967 and 2007, and found that successive generations of union-involved activists dedicated to labour solidarity, feminism, multiculturalism, anti-colonialism and anti-homophobia used networks of like-minded colleagues to counter bureaucratic norms within their organization, the education system and society. A qualitative depiction of these changes suggests that they were layered, multi-dimensional and uneven. They played out on a contested, uphill gradient shaped, but not determined, by four factors: the organizational prioritization of teacher welfare over social justice; historically persistent micro-political struggles between two federation caucuses; the centralizing tendencies of union leadership in response to the provincial government’s centralization of educational authority; and broader ruling relations in Canadian society. Still, despite this uphill gradient, all activist networks left a durable trace on federation history. The major significance of this finding for critical theorists and social justice activists is a modestly hopeful alternative to the traditional conceptions of change embedded in organizational theory: revolution, evolution or despair.
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Mediações e distinções entre associativismo e sindicalismo de professores públicos no Ceará (1962- 1992) : A APEOC/Sindicato e o SINDIUTEAlmeida, Danusa Mendes 25 February 2015 (has links)
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Previous issue date: 2015-02-25 / Não recebi financiamento / This study discusses the mediations and distinctions between association and teacher
union, from the unionism phase to the formation of the teacher unions APEOC and
SINDIUTE, in Ceará. In the early phase of unionism in the late 1970s, besides the
appearance of union leaders, there was the presence of associative model in public
school teachers’ movement in Ceará, in APEOC, an organization founded in the 1960s,
a period that demarcated the effervescence of associations in secondary school teaching.
By the end of the 1980s, with the decline of that model, in the midst of the conformation
of the teacher union, two union tendencies set up, which soon after would dispute the
leadership in the movement. After the 1988 Carta Magna, with the concession of the
right the employees in the civil service have to self-organization, two unions were
founded aiming to represent the same category: teachers and civil servants from state
and municipal schools in Ceará, and they would have a political and legal dispute for
space in the union movement. APEOC/Union, a substitute of the Association, defended
the tendency on a propositional unionism. SINDIUTE, in turn, was founded under the
speech which proclaimed the defense of a militant unionism. In the face of their
singularities, in relation to the national scenario, this research’s main aim is to examine
the mediations and distinctions between association and unionism, in the process of
foundation of APEOC and SINDIUTE teacher unions. Until then, the association’s role,
in the unionism phase, constituted a branch rarely addressed to the literature of the area.
Besides, there were a few studies about the associative phase in Ceará. Thus, this study
has the following specific aims: to analyze the quantitative aspects of the academic
production about association and teacher unionism, as well as the approaches present in
the area; to investigate traces of the teacher associative stage and the context of
expansion of secondary education in Ceará, and also the educational reforms in the
1970s; to reflect on the formation of the union trends from the unionism to the
foundation phase of APEOC and SINDIUTE teacher unions. The field research was one
of the supports documentary research, since this allowed a rapprochement with the
research object, through sources collected over the period investigated. Our analysis
focused on the period between 1962 and 1992. The first one is justified by the fact that
it represents the moment of emergence of secondary teachers’ associative movement,
during the phase of expansion of secondary education, period when APEOC was
founded, the year 1992, on the other hand, marks the foundation of SINDIUTE. During
the data collection we interviewed 10 teachers who participated in the movement’s
leadership, and 4 teachers who worked in secondary school in the 1960s. The survey
also included data collection from public libraries located in the city of Fortaleza. The
data analysis showed the importance of educational reforms, including the Reform of 1st
and 2nd grades, and leftist movements, during the teacher association’s stage in Ceará.
Despite the decline of associative model in teaching movement in the 1980s, its legacy
influenced the unionism phase, not only in the configuration of union trends, but also in
consolidating APEOC/Union, as one of the major organizations in the state of Ceará. / O presente estudo discute as mediações e distinções entre associativismo e sindicalismo
docente, da fase de sindicalização à fundação dos sindicatos APEOC e SINDIUTE, no
Ceará. No início da fase do sindicalismo, no final dos anos 1970, além do surgimento de
lideranças sindicais, houve a presença, no movimento dos professores públicos
cearenses, do modelo associativo, na APEOC, entidade fundada na década de 1960,
período que demarcou a efervescência do associativismo no magistério secundarista.
Nos idos dos anos 1980, com o declínio deste modelo, no bojo da conformação do
sindicalismo docente, se configurou a presença de duas tendências sindicais, que
passariam a disputar a liderança do movimento. Após a Carta Magna de 1988, com a
concessão do direito à sindicalização ao funcionalismo público, houve a fundação de
dois sindicatos, voltados a representar a mesma categoria: professores e servidores dos
colégios estaduais e municipais cearenses e, que fariam uma disputa político-judicial,
pelo espaço do movimento sindical. A APEOC/Sindicato, sucedânea da Associação,
defendia no campo sindical a tendência do sindicalismo propositivo. O SINDIUTE, por
sua vez, foi fundado sob a égide do discurso que apregoava a defesa do sindicalismo
combativo. Diante de suas singularidades, em relação ao cenário nacional, o estudo
delimitou como objetivo central, examinar as mediações e distinções entre
associativismo e sindicalismo, no processo de fundação dos sindicatos APEOC e
SINDIUTE. O papel do associativismo, na fase de sindicalização, constituía uma
dimensão, até então, pouco abordada pela literatura na área. Além disso, havia carência
de trabalhos sobre a fase associativa no Ceará. Desta forma, a pesquisa teve como
objetivos específicos: analisar os aspectos quantitativos da produção acadêmica sobre
associativismo e sindicalismo docente, bem como os enfoques presentes na área;
investigar traços da fase associativa docente no Ceará, no contexto de expansão do
ensino secundário cearense e das reformas educacionais nos anos 1970; refletir sobre a
formação das tendências sindicais da fase de sindicalização à fundação dos sindicatos
APEOC e SINDIUTE. Para tanto, desenvolveu-se um estudo bibliográfico/documental
e de campo. A pesquisa de campo teve como um dos suportes a pesquisa documental,
uma vez que esta possibilitou uma aproximação com o objeto de pesquisa, por
intermédio das fontes coletadas sobre o período investigado. O corte temporal
compreendeu o período entre, 1962 e 1992. O primeiro justifica-se em virtude de
representar o momento de emergência do movimento associativo dos professores secundaristas, na fase de expansão do ensino secundário, período de surgimento da
APEOC, sendo o ano de 1992 o marco da fundação do SINDIUTE. Na coleta de dados
foram realizadas entrevistas semiestruturadas com 10 professores que participaram da
liderança do movimento, e 04 professores que atuaram no ensino secundário na década
de 1960. A pesquisa também contou com levantamento de dados nas bibliotecas
públicas, localizadas na cidade de Fortaleza. A análise dos dados mostrou a importância
das reformas educacionais, incluindo a Reforma de 1o e 2o Graus, e dos movimentos de
esquerda, na fase do associativismo docente no Ceará. Apesar do declínio do modelo
associativo no movimento docente nos anos 1980, seu legado teve impacto na fase de
sindicalização, não somente na configuração das tendências sindicais, mas também na
consolidação da APEOC/Sindicato, como uma das principais entidades do Estado do
Ceará.
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School managers' perceptions of teacher unions in the Vryheid regionNtshangase, Doctor Mbukeni 06 1900 (has links)
This study is based on a need for teacher union involvement in the management
of schools to enhance effective teaching and efficient learning. The rationale
behind it was to disclose the current perceptions of school managers concerning
teacher union involvement in the management of schools in the Vryheid region,
with a view to determining the extent to which their perceptions of teacher unions
could be positively influenced to allow for proper consultative school management
as well as active participation of teacher union members in the decision-making
process.
The study revealed that the school managers' perceptions and attitudes are
central to teacher union involvement in the management of schools. If negative,
no effective participatory school management can materialise. The role of the
perceptions and attitudes of school managers in the realisation of the goal of
participative school management is indispensable. The empirical survey and
literature revealed that school managers are in a good position to address the
serious shortcomings regarding the manner in which teacher unions are perceived
in schools. / Educational Leadership and Management / M. Ed. (Education Management)
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School managers' perceptions of teacher unions in the Vryheid regionNtshangase, Doctor Mbukeni 06 1900 (has links)
This study is based on a need for teacher union involvement in the management
of schools to enhance effective teaching and efficient learning. The rationale
behind it was to disclose the current perceptions of school managers concerning
teacher union involvement in the management of schools in the Vryheid region,
with a view to determining the extent to which their perceptions of teacher unions
could be positively influenced to allow for proper consultative school management
as well as active participation of teacher union members in the decision-making
process.
The study revealed that the school managers' perceptions and attitudes are
central to teacher union involvement in the management of schools. If negative,
no effective participatory school management can materialise. The role of the
perceptions and attitudes of school managers in the realisation of the goal of
participative school management is indispensable. The empirical survey and
literature revealed that school managers are in a good position to address the
serious shortcomings regarding the manner in which teacher unions are perceived
in schools. / Educational Leadership and Management / M. Ed. (Education Management)
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Differences among teachers' perceptions of school climate: Does support for the local teacher union make a difference?Griffith, Jason S. 05 November 2009 (has links)
No description available.
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