Teachers’ Organizations Responses to COVID-19 in Canada: Balancing Resistance, Rapprochement, and Renewal
Fiche du document
2021
- doi: 10.7202/1083331ar
Ce document est lié à :
Canadian Journal of Educational Administration and Policy ; vol. no. 197 (2021)
©, 2021PamelaOsmond-Johnson, LucréciaFuhrmann
Sujets proches
Work, Method of Industry (Psychology) Method of work Papers Voluntary organizations Networks (Associations, institutions, etc.) Organizations Voluntary associations Institutions, associations, etcCiter ce document
Pamela Osmond-Johnson et al., « Teachers’ Organizations Responses to COVID-19 in Canada: Balancing Resistance, Rapprochement, and Renewal », Canadian Journal of Educational Administration and Policy / Revue canadienne en administration et politique de l’éducation, ID : 10.7202/1083331ar
Métriques
Partage / Export
Résumé
Teacher federations are often criticized as “roadblocks” to educational change. It is arguable, however, that their advocacy work has been paramount in securing safer return to school conditions across Canadian Educational jurisdictions. Utilizing Carter et al. (2010) framework of union responses to changing policy environments, this paper draws on publicly available documents and social media posts from March through to October of 2020 to examine the ways in which teacher unions in various Canadian contexts have responded to the issue of school reopening plans amid the COVID-19 pandemic. In particular, the paper analyzes the extent to which Canadian teacher unions have been able to move into the realm of union renewal as a means of building internal capacity and developing external networks to strengthen their public advocacy work.