The New Teachers’ Roundtable: A Case Study of Collective Resistance
AbstractThe New Teachers’ Roundtable (NTRT) is a democratically run collective of new teachers who have become critical of neoliberal reform since relocating to New Orleans, with organizations including Teach For America, as a part of the post-Katrina overhaul of public schools. Through interviews and observations, this study examines the ways in which collective members support each other in attempts to navigate experiences they perceive as dehumanizing to themselves, their students, and their students’ communities. By developing relationships amongst themselves and with other stakeholders affected by and resisting privatization, they are able to challenge their own privilege and begin shifting their perspective and pedagogy. This study aims to contribute to our understanding of how teachers who have been affiliated with market-based movements can be galvanized to work in service of movements that are democratic, anti-racist, and accountable to communities.
Authors who publish with Critical Education agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).