The New Teachers’ Roundtable: A Case Study of Collective Resistance
Keywords: Neoliberalism, Teacher Resistance, Critical Pedagogy, Social Movements
AbstractThe New Teachers’ Roundtable (NTRT) is a democratically run collective of new teachers who have become critical of neoliberal reform since relocating to New Orleans, with organizations including Teach For America, as a part of the post-Katrina overhaul of public schools. Through interviews and observations, this study examines the ways in which collective members support each other in attempts to navigate experiences they perceive as dehumanizing to themselves, their students, and their students’ communities. By developing relationships amongst themselves and with other stakeholders affected by and resisting privatization, they are able to challenge their own privilege and begin shifting their perspective and pedagogy. This study aims to contribute to our understanding of how teachers who have been affiliated with market-based movements can be galvanized to work in service of movements that are democratic, anti-racist, and accountable to communities.
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