A case study of the Rochester (New York) school district illustrates the changes in teaching as a profession during three periods: (1) 1900-10, the growth in urban schools; (2) 1960-70, the rise in activism and teacher militancy; and (3) the 1980s, educational reform and teacher professionalization on the national agenda. (SK)

Schools and social agencies are systematically condemned for producing unequal and harmful effects. The strategies of resistance to social oppression must fluctuate, evolve, and be actively applied in the schools if they are to succeed. (JN)

In the early 1980s, public school teachers in Chiapas, Mexico, organized themselves in a dissident mass movement aimed at democratizing their participation in union affairs and restructuring the relations of domination and subordination affecting their work lives. Macro-level analysis focuses on union corruption situated within an authoritarian…

Discusses five variations of staff splitting, a psychological process that starts with seemingly innocent comments that fester in the subconscious of others, leading members of the staff to seek evidence of inconsistencies and individual differences. Provides explicit guidelines and insights about how to turn staff splitting into an opportunity…

Teachers have the same rights as others, under the first amendment, to express their views outside the classroom. Inside the classroom, however, the teacher is obliged to meet the expectations of the job, and this implies reasonable restrictions on the expression of private views. United States Supreme Court cases have reviewed the teacher's right…