Preface
1. Introduction
1.1 What Is Teachers’ Professional Autonomy? Why Is It Important for Public Education?
1.2 Key Dimensions for Assessing Challenges to Professional Autonomy
1.3 A Geography of Teachers’ Professional Autonomy
1.4 Challenging Professional Autonomy
1.5 Methodology
1.6 Book Overview
2. Geographies of Professional Autonomy and Neoliberalism in North America
Preface: Dia Del Trabajo
2.1 The Emergence of Public Education, Teachers’ Unions, and Professionalism
2.2 The Postwar Consolidation of Public Education Systems and Teachers’ Unions
2.3 The Neoliberalization of Education: Teacher Unionism on the Defensive
2.4 Transnational Elite Policy
2.5 Counter Hegemonic Continental Networks
3. New York City
Preface: Visiting a Small High School on the Upper West Side
3.1 Structural Changes I: Centralizing Power to Facilitate Neoliberal Fast Policy
3.2 Structural Changes II: Transforming Workplace Culture
3.3 Teacher Precariousness and the Weakening of the School Site Union and Professional Autonomy
3.4 Scaling Up: Initiative in Neoliberal Policy Shifts from NYC to Albany
3.5 Cuomo’s Expansion of Standardized Testing into Teacher Evaluation: Undermining Professional Autonomy
3.6 State of Our Union, State of Our Schools
4. Mexico City
Preface: Teachers’ Day
4.1 Transitions in State Power, Decentralization, and Emergence of Elba Esther Gordillo’s SNTE as a Key Neoliberal Actor
4.2 Re-Centralized Governance through School-Based Competition
4.3 From Clientelism to a Neoliberalized Teaching Profession
4.4 Enrique Peña Nieto and Fast Policy
4.5 What Makes a Teacher? Marginalizing the Normals and Teacher Education
4.6 Testing Teachers
4.7 Precarious Employment and Professional Autonomy
4.8 Acquiescence, Resistance, and the Challenges of Scaling Up: The CNTE in the City and the Countryside
5. Toronto
Preface: School Workroom Cultures
5.1 Centralizing Governance: Increasing Ontario Ministry of Education Control of the Toronto District School Board
5.2 Quantifying Student Achievement: Policy from the Centre
5.3 Quantifying Student Achievement: Impact on the Classroom and Professional Autonomy
5.4 Quantifying Student Achievement: Intersection of Race, Class, and School Choice on Teachers’ Work
5.5 Scaling Up: The Centralization of Bargaining and the Negotiation of Professional Autonomy
6. Conclusion
Preface: Confronting the Neoliberalization of Education
6.1 The Centrality of Teachers’ Professional Autonomy in the Struggle Against the Neoliberalization of Education
6.2 Teachers’ Unions as Champions of Professional Autonomy
6.3 A Multi Scalar Geography of Teachers’ Professional Autonomy
Appendix: List of Interviews
Bibliography
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