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It argues that some teacher unions fail to center race in their efforts to address educational inequities, limiting transformative change. Radical shift requires teacher activists to reject the false consciousness of settled expectations and collaborate with communities of color to co-author an emancipatory educational contract grounded in relational equity, respect, and sympathetic touch.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/disrupting-the-ideology-of-settled-expectations-forging-new-social-movements-to-dismantle-the-educational-racial-contract/594906/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/disrupting-the-ideology-of-settled-expectations-forging-new-social-movements-to-dismantle-the-educational-racial-contract/594906.png","ImageObject",300,407,{"name":92,"@type":93},"Mary Man","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What key concepts does the paper use to frame its analysis?","Question",{"text":112,"@type":113},"The paper uses settled expectations and the educational racial contract to interpret how current social movements and teacher union advocacy relate to educational inequities.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What does the paper argue about some teacher unions’ advocacy?",{"text":117,"@type":113},"It argues that unions that do not center race in their advocacy will not radically transform how teachers are treated, unless they more fully recognize the humanity and educational needs of students of color.",{"name":119,"@type":110,"acceptedAnswer":120},"What change does the author call for from teacher activists and teacher unions?",{"text":121,"@type":113},"The author calls for rejecting false consciousness tied to settled expectations and working with communities of color to co-author an emancipatory educational contract based on relational equity, respect, and sympathetic touch.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594906,1792121994,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},7421720224475,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","UC Berkeley  \nBerkeley Review of Education  \nTitle  \nDisrupting the Ideology of Settled Expectations: Forging New Social Movements to Dismantle the Educational Racial Contract  \nPermalink  \n[https://escholarship.org/uc/item/4jb9z0dq](https://escholarship.org/uc/item/4jb9z0dq)  \nJournal  \nBerkeley Review of Education, 9(1)  \nAuthor  \nLiou, Daniel D,  \nPublication Date  \n2019  \nDOI  \n10.5070/B89146424  \n[eScholarship.org](eScholarship.org) Powered by the California Digital Library  \nUniversity of California  \nRunning head: DISRUPTING THE IDEOLOGY  \nDisrupting the Ideology of Settled Expectations:  \nForging New Social Movements to Dismantle the Educational  \nRacial Contract  \nDaniel D. Liou 1  \nArizona State University  \nAbstract  \nThis paper draws on the concepts of settled expectations and the educational racial contract to provide an analysis of the current social movements calling for the improvement of teacher salaries and work conditions in K- 12 schools. This paper argues that some teacher unions’ lack of centering race in their advocacy to ameliorate educational inequities will not radically transform how teachers are treated in the profession, unless there is an increase in motivation to fully recognize the humanity and educational needs of Students of Color in American society. The author calls for teacher activists to reject the false consciousness of their own settled expectations and work on equal footing with Communities of Color to co-author an emancipatory educational contract on the basis of relational equity, respect, and sympathetic touch.  \nKeywords: teacher activism, sympathetic touch, teacher expectations, teacher union, whiteness  \nHistorically, some teacher unions—especially those situated in an urban context in the United States—have greatly contributed to labor organizing with commitments to improve the lives of educatorsand to connect their activism to broader issues of educational justice (Siddle-Walker, 2005 ; Weiner, 1996) . These historical contributions have included working in solidarity with Communities of Color to resist a neoliberal agenda that subjugates local neighborhoods to school closures, privatization, and inequitable conditions in the classroom (Gutstein & Lipman, 2013) . As an organizing space, teacher unions present the promise of bringing people of all backgrounds together to call for social transformation. In particular, Gutstein and Lipman (2013) stressed that not all unionisms are the same and identified social movement unionism as a type of community organizing that calls teachers to the forefront for social justice struggles. As exemplars of such unionism, these researchers point to the British Columbia, Honduran, and Oaxacan teachers for their anti-oppressive stances and coalition building with families, galvanizing much-needed grassroots movements to counteract the ongoing assault on public education.  \nSince 2018, national and state organizing among tens of thousands of disgruntled teachers, social workers, substitute teachers, librarians, counselors, and psychologists have led to large-scale protests calling attention to their working conditions, salaries, and lack of resources for their students and families.  \n1 Correspondence concerning this article should be addressed to: Daniel D. Liou. E-mail: [dliou@asu.edu](dliou@asu.edu)  \nBerkeley Review of Education Vol. 9, No. 1  \nMany of these protests have culminated into a new movement for the United States to reimagine education. Following what began as Red for Ed—which is not a union in of itself, but a grassroots movement developed by Arizona Educators United—teachers across the nation have since adopted to organize their own walkouts to spur a national outcry regarding teacher salaries and the lack of support for student learning (Sandler & McCrory, 2018) . These calls for change have elevated teachers’voices to raise consciousness, increase democratic participation, and build a platform to advance the political and econom","cbCaioW0kyD7xCnO","https://ap.wps.com/l/cbCaioW0kyD7xCnO","pdf",279239,11,"English","# Abstract\n# Historical Context: Teacher Unions and Labor Organizing\n## Social Movement Unionism and Coalition Building\n# Contemporary Protests and the Movement to Reimagine Education\n# Whiteness, Labor History, and the Challenge to Teacher Unions\n## Dismantling Ineffective Practices and Aligning Classroom Work","[{\"question\":\"What key concepts does the paper use to frame its analysis?\",\"answer\":\"The paper uses settled expectations and the educational racial contract to interpret how current social movements and teacher union advocacy relate to educational inequities.\"},{\"question\":\"What does the paper argue about some teacher unions’ advocacy?\",\"answer\":\"It argues that unions that do not center race in their advocacy will not radically transform how teachers are treated, unless they more fully recognize the humanity and educational needs of students of color.\"},{\"question\":\"What change does the author call for from teacher activists and teacher unions?\",\"answer\":\"The author calls for rejecting false consciousness tied to settled expectations and working with communities of color to co-author an emancipatory educational contract based on relational equity, respect, and sympathetic touch.\"}]","Disrupting the Ideology of Settled Expectations: Forging New Social Movements to Dismantle the Educational Racial Contract | PDF",1792080069,28]