School district labour conflict and frame analysis: a field study of contentious negotiations

Abstract

Labour conflict in school districts is a largely neglected area of educational research. This study examines the perceptions, actions, and decisions of union and district leaders using social movement theory to describe, analyze, and interpret contentious contract negotiations in three school districts in the Pacific Northwest region of the US. Research Methods: Having failed to arrive at a contract settlement mid-August prior to the beginning of the 2006–2007 school year, union and district leaders were approached and invited to participate in the study. Twenty-seven semi-formal interviews as well as observations of meetings and events, and artifacts were gathered for analysis. Findings: The article discusses key issues relevant to the ways union and district personnel perceived, spoke to, and engaged in labour conflict. Five action frames labeled craftsmanship, stewardship, competition, solidarity, and diplomacy were identified. The frames expose organizational logics and ideologies that appeared to guide how participants planned, managed, and communicated with each other and their constituents. The study illustrates and provides insights for interpreting, communicating, and structuring beliefs, actions, and events for both district and union leaders.