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It identifies factors shaping when teacher unions challenge reforms, when they may accommodate governmental policy, and how union renewal can generate reform initiatives of their own. The study argues that even resistant stances can be rational and necessary, and it demonstrates outcomes of these approaches.",{"@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/teachers-organizations-and-educational-reform-resistance-and-beyond/596911/",{"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/teachers-organizations-and-educational-reform-resistance-and-beyond/596911.png","ImageObject",300,407,{"name":92,"@type":93},"Danger Angel","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What provinces and relationship types does the paper examine?","Question",{"text":112,"@type":113},"The paper analyzes teacher union-government relationships in British Columbia, Ontario, and Alberta and focuses on how teacher organizations position themselves relative to educational reform.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What does the paper identify about why unions resist or accommodate reforms?",{"text":117,"@type":113},"It identifies critical factors that may lead unions to challenge government reforms, conditions under which unions might accommodate reform, and circumstances where union renewal drives unions to develop reform strategies themselves.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the paper characterize the rationality of union stances?",{"text":121,"@type":113},"It argues that teacher unions’ stances—including resistance—are rational and, arguably, necessary, and it links these stances to the results of different strategic approaches.","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},596911,1792171288,{"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":29,"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},962090769052,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Teachers’ Organizations and Educational Reform: Resistance and Beyond  \nSachin Maharaj1 & Nina Bascia2  \n1 University of Ottawa, 2OISE University of Toronto  \nAbstract  \nThis paper presents case studies of teacher union-government relationships in three Canadian provinces – British Columbia, Ontario, and Alberta – where teacher organizations have undertaken divergent strategic positions relative to educational reform. It identifies critical factors that may lead teacher unions to challenge government reforms, how and when a teacher organization might instead accommodate governmental reform, and under what circumstances union renewal drives an organization to establish reform strategies of its own. The paper demonstrates the results of these varied strategies and suggests that teacher unions’ stances, including when they are resistant, are rational and, arguably, necessary.  \nKeywords: teacher unions, educational change, politics of education, educational reform  \nThe image of teacher organizations presented to Canadians is often one of confrontation and strife. The Canadian public tends to know little about what teacher unions actually do except what they read in the press; teacher organizations tend to be “news” only at times when they are in dispute with governments or engaged in work stoppages, which are often framed as salary disputes and thus as demonstrating teachers’ “self-interests.” Teachers themselves are generally unfamiliar with what their organizations do beyond representation, in the case of a grievance, or during strikes. The current COVID-19 crisis is, to some extent, an exception to this pattern in the sense that the provincial unions’ positions are consistent with the groundswell of public and parental concern about school re-openings; but even in this case, what is considered newsworthy about teacher unions is negatively framed: for example, in Ontario, Premier Doug Ford recently remarked,  \nThroughout this whole pandemic, everyone’s been flexible, everyone’s getting along, you know—even different political stripes. Why is it that (with) the teachers’ unions, it’s just constant? They constantly want to attack. Why don’t you be part of the solution, instead of part of the problem? (Rushowy, 2020, p. A2)  \nTeachers’ organizations in many parts of the world have found themselves increasingly marginalized from policy making processes (Bascia & Stevenson, 2017). The expectation among policymakers is that teacher union priorities should be consistent with prevailing policy or that they should not be involved in policy setting at all (Bascia, 2018). When teacher unions raise concerns about the adequacy of support for teaching, they are viewed as irrelevant and out of touch. If they challenge prevailing reform directions, they are viewed as obstructing change. If they should take up reform initiatives of their own, they are seen as overstepping their rightful roles. These perceptions make it difficult for union staff and officials to establish credibility and to work proactively within educational policy systems (Bascia, 2004).  \nThis paper seeks to explore the conditions under which teacher unions take particular positions relative to educational reform. It also provides an account of the effects of these strategies. It suggests that  \nteacher unions’ various stances, including when they are resistant, are rational and, arguably, necessary. It presents case studies of teacher union-government relationships in three Canadian provinces – British Columbia, Ontario, and Alberta – where teacher organizations have undertaken divergent strategic positions relative to educational reform. The cases are drawn from larger studies that depict teacher organizations’ relations with provincial governments, in the context of both internal and external factors (Bascia, 2008; Bascia & Osmond, 2013; Maharaj, 2019). Adopting a typology developed by Carter et al.(2010) that describes a variety of teacher organization strategies, the pa","cbCaiqqrpmQ1DqFW","https://ap.wps.com/l/cbCaiqqrpmQ1DqFW","pdf",360998,15,"English","# Abstract\n# Introduction\n# Literature Review\n## Teacher unions and neoliberal reforms\n# Typology and Case Studies\n## Data sources and cases\n# Implications for researchers, press, and policymakers","[{\"question\":\"What provinces and relationship types does the paper examine?\",\"answer\":\"The paper analyzes teacher union-government relationships in British Columbia, Ontario, and Alberta and focuses on how teacher organizations position themselves relative to educational reform.\"},{\"question\":\"What does the paper identify about why unions resist or accommodate reforms?\",\"answer\":\"It identifies critical factors that may lead unions to challenge government reforms, conditions under which unions might accommodate reform, and circumstances where union renewal drives unions to develop reform strategies themselves.\"},{\"question\":\"How does the paper characterize the rationality of union stances?\",\"answer\":\"It argues that teacher unions’ stances—including resistance—are rational and, arguably, necessary, and it links these stances to the results of different strategic approaches.\"}]","Teachers’ Organizations and Educational Reform: Resistance and Beyond | PDF",1792083987,38]