Teachers’ unions have long been controversial and divisive organizations, but criticism and distrust of them may be at an all-time high. This volume considers the prevailing assumption that unions successfully block change in education because they are primarily motivated to protect members’ interests. It challenges the conceptualization of teacher union motivation and provides a more nuanced account of unions’ interests, power and impact.
Through a series of international cases from the United States, Finland and the Canton of Zürich, this volume examines the hot-button issue of performance-related pay reform and compensation. It argues that a better understanding of the union-management relationship may be the key to securing more meaningful change and reform. It will be of use to scholars, policy-makers, union leaders, teachers and citizens who are interested in the possibilities for the union-management relationship, rather than the limitations.
Table of Contents
Introduction PART ONE: RESEARCH DESIGN 1. Teachers’ Unions and Education Reform: A Review of the Literature 2. Beyond Narrow Assumptions of Interest and Power: A Conceptual Framework 3. Research Design, Case Selection, and Methodology PART TWO: INTERNATIONAL CASES 4. Finland: History and Context 5. Quiet Compromises: Finland’s New Salary System 6. The Canton of Zürich: History and Context 7. Eventually Overcoming Resistance: The MAB System 8. Finland and Zürich: Multiple Pathways to Reform PART THREE: SCHOOL DISTRICT CASES 9. Teachers’ Unions in the United States: A Sub-National Test 10. School District Analysis: A Series of Congruence Tests PART FOUR: CONCLUSION 11. Useful Conflict?: Finding the Path to Progress
Lindsay M. Whorton received her DPhil at the University of Oxford, UK and served as Legislative Director to Colorado Senator Mike Johnston. She lives in Washington DC.