1st Edition
Handbook on Teachers’ Work International Perspectives on Research and Practice
Chapter 1: Introduction to the Handbook
Nina Bascia & Rhiannon Maton
Section 1: Policy, Governmentality, and Teachers’ Work
Introduction to Section 1
Nina Bascia & Rhiannon Maton
Chapter 2: Beyond Policy Promises: Performance-based Accountability in Education and its Side-Effects on Teachers’ Work Across the Globe
Antoni Verger, Antonina Levatino, Marjolein Camphuijsen, Andreu Termes, Lluís Parcerisa & Deborah Lellek
Chapter 3: Racial Capitalism and the Politics of Class Size and Delivery Mode: A Survey of Secondary Teachers in Ontario, Canada
Arlo Kempf
Chapter 4: Teachers’ Work and School Material Culture: How Teachers Configure the Role of Collective Didactic Devices in Argentina
Octavio Falconi
Chapter 5: Teacher Unions and Policy-Making in South Africa: Exclusion, Contestation and Collaboration
Logan Govender & Michael Cross
Chapter 6: The Governance of Teaching During the COVID-19 Pandemic: The Case of Ontario, Canada
Nina Bascia
Chapter 7: Policy Agency and Advocacy as Teachers’ Work in the USA
May Hara & Annalee G. Good
Section 2: Situating Teachers’ Work in Broader Contexts
Introduction to Section 2
Nina Bascia & Rhiannon Maton
Chapter 8: Pursuing the School as a Workplace: The Policies and Practices that Support and Sustain Teachers Over Time: A view from the USA
Susan Moore Johnson
Chapter 9: Mentor Teachers’ Perspectives on Mentoring Preservice Teachers in Chile
Carmen Montecinos
Chapter 10: Striking a Balance: Examining the Interplay Between Teacher Empowerment and Teacher Accountability in U.S. Schools
Richard M. Ingersoll & Hannah E. Ingersoll
Chapter 11: Teachers’ Work: Lessons Learned on Three Continents
Kathryn Anderson-Levitt
Chapter 12: The Globalization of the Teacher Workforce
Lora Bartlett & Esra Bozkurt
Section 3: Teachers’ Diverse Identities
Section 3 Introduction
Rhiannon Maton & Nina Bascia
Chapter 13: Conceptualizing Teachers’ Care Work in the U.S.A.: Lessons from Black Women and Trans- and Non-binary Teachers
Sarah A. Robert, Moza Coote, & Heather K. McEntarfer
Chapter 14: Uncomfortable Hierarchies and Structural Constraints: Teachers as Middle Managers of Paraeducators in the USA
Johanna S. Quinn
Chapter 15: Revisiting Gender and Class in Urban China: Undervalued Work of Migrant Teachers and Their Resistance
Min Yu
Chapter 16: The Hazards of "Positive Organizational Environment": Racialized Emotional Labor and Work in Teachers' Lives in Canada
Jamil Kalin & Peter H. Sawchuk
Section 4: The Collective Work of Teachers
Section 4 Introduction
Nina Bascia & Rhiannon Maton
Chapter 17: Teachers and Their Colleagues in the United States: 50 Years Beyond "Schoolteacher"
Judith Warren Little
Chapter 18: Relationships of Knowledge and Practice: Teacher Learning in Communities
Marilyn Cochran-Smith & Susan M. Lytle
Chapter 19: Social Justice-Oriented Educators’ Collectivist Organizations in Canada and the U.S.: A Typology
Rhiannon M. Maton
Chapter 20: Teachers' Professional Authority and Bureaucratic Control : The Case of Professional Learning Communities in the United States
Joan E. Talbert
Section 5: Teaching and Contestation
Section 5 Introduction
Rhiannon Maton & Nina Bascia
Chapter 21: Teacher Activism as Teachers' Work: Perspectives on Teachers' Work in Social Movements and Unions Across the Americas
Rebecca Tarlau
Chapter 22: Making Black Lives Matter at School: Educators Working in Solidarity for Black Lives in the U.S.A.
Denisha Jones & Sarah A. Mathews
Chapter 23: Navigating Terror and Trauma In A Conservative-Controlled State: A 2024 Dispatch from Anti-Oppressive Public School Educators in Iowa, U.S.A.
Monique Cottman, Carrie Romo, Petra Lange, greg wickenkamp, Amira Nash, & Katy Swalwell
Chapter 24: Toward Equity-Centered Teaching in a Centralized, Meritocratic System: A Tale From Singapore
Wenchia Chang & Lionel Lim
Section 6: Final Words
Chapter 25: Teachers’ Worth
Raewyn Connell
Chapter 26: Final Words
Nina Bascia & Rhiannon Maton
List of Contributors
Index
Biography
Nina Bascia is Professor at the Ontario Institute of Studies in Education at the University of Toronto, Canada.
Rhiannon M. Maton is Associate Professor at the State University of New York at Cortland, USA.
