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This article, based on an ethnographic study in Arizona, provides a spatial analysis of teacher resistance in a right-to-work state. In contrast to geographical sites like Chicago, New York, and Philadelphia were there is a long tradition of teacher labor unions, teachers in right-to-work states produce alternate forms of resistance to neoliberalism. In particular, this article highlights how geographical variation mediates the meanings and practices that produce diverse relationships between neoliberalism, educational reforms, and teacher resistance.
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