TEACHER UNION – GOVERNMENTAL RELATIONS IN THE CONTEXT OF EDUCATIONAL REFORM Nina Bascia & Pamela Osmond OISE – University of Toronto

PURPOSE To explore relatively unexplored phenomenon: Positive, productive teacher union – government relations To contribute to understanding of teacher unions’ positive work in relation to educational reform To contribute to discourse on social dialogue & partnership To reveal international trends To understand cultural, political & structural influences To consider the discursive nature of union-government relations

SOURCES OF INFORMATION 4 case studies of working relationships: Sweden, England, South Africa, Alberta Canada Survey reports from EI member organizations Observations of International Summits Available literature

REFORM CONTEXT Improving educational quality Increased competition among nation-states Economic adversity Major reforms: Curriculum Assessment and inspection Teacher education & professional learning Changes to working conditions Reduced funding Privatisation

TEACHERS & UNIONS Teachers as targets and objects of reform Teacher unions pressed to advocate Fundamental tensions between governments and unions Policy making vs. implementation: exacerbated differences Often limits to purview: absence from the table Time horizons

CASE OF SWEDEN Culture and tradition of collaborative cooperative relations Familiarity with individuals within Social Democrat government Concerns about PISA results Centralisation Looming teacher shortage Seeking points of convergence: Teacher career ladder Changes to teacher certification “Raising the status of teaching”

CASE OF ENGLAND PHASE 1: LABOUR GOVERNMENT GOVERNMENT REFORMS; CRISIS IN WORKING CONDITIONS; INDUSTRIAL ACTION SOCIAL PARTNERSHIP BUILDING TRUST MAKING POLICY FOCUS ON WORKING CONDITIONS PHASE 2: CONSERVATIVE GOVERNMENT SHUT DOWN OF SOCIAL PARTNERSHIP LOSS OF WAGE GUARANTEES INSPECTION ACADEMIES “PROFESSIONALISM”

CASE OF SOUTH AFRICA After apartheid New multiracial unions New authority for teacher unions New curriculum Teacher training and professional learning Quality of teaching & learning issues: basic infrastructure “Nation-building”

CASE OF ALBERTA PHASE 1: 1990s-2002 Hostile government, reduction in infrastructure ATA shapes and builds infrastructure Reframing of discourse PHASE 2: 2002 onward Partnerships Alberta Initiative for School Improvement (AISI) “Increasing educational capacity”

DISCOURSES OF REFORM Shared discourse Distinct discourses

MAINTAINING BALANCE Balancing commitment to teachers with interest in collaborative relationship Finding common ground with government Joining Modifying and enhancing Initiating/parallel play vis a vis reform

CONCLUSIONS “Mixed” relations in the context of reform Fragility Structure vs. personal relationships Value of collaborative, cooperative relationships

RECOMMENDATIONS Recognizing the value of cooperative relations Minimizing harm, shaping educational practice, counterweight to neo-liberal reform Improving implementation, building infrastructure Focusing substance of relations What teachers want and need Keeping international attention on cooperative relations Promoting relationship between teaching conditions & educational quality Promoting cooperative relations and also pluralism Tracking international trends Comparative research