This paper presents case studies of teacher union-government relationships in three Canadian prov... more This 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.
ABSTRACT This article examines how school trustees (i.e., elected school-board members) conceive ... more ABSTRACT This article examines how school trustees (i.e., elected school-board members) conceive of their own leadership role and work with other levels of leadership within school districts. In a mixed-method study, a total of 121 school trustees were surveyed and 12 were interviewed across Ontario. A framework is proposed to better understand the tension in the competing and conflicting leadership roles of trustees. Furthermore, even though all school districts operate under the same policy and legislative framework across the province, the framework captures the two very different models of working with school-district management reported by trustees in this study.
This paper presents case studies of teacher union-government relationships in three Canadian prov... more This 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.
ABSTRACT This article examines how school trustees (i.e., elected school-board members) conceive ... more ABSTRACT This article examines how school trustees (i.e., elected school-board members) conceive of their own leadership role and work with other levels of leadership within school districts. In a mixed-method study, a total of 121 school trustees were surveyed and 12 were interviewed across Ontario. A framework is proposed to better understand the tension in the competing and conflicting leadership roles of trustees. Furthermore, even though all school districts operate under the same policy and legislative framework across the province, the framework captures the two very different models of working with school-district management reported by trustees in this study.
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Papers by Sachin Maharaj