Abstract
The recent wave of teacher activism and strikes across the United States is unprecedented. While it has been commented upon and understood in various ways, this essay departs from actor-centric modes of analysis that have been taken up. Instead, I read recent teacher activism efforts through a Foucauldian analytics of protest which examines the rationalities used to justify political action in order to understand how, in some ways, teachers paradoxically reified the logics of education reform efforts which they sought to oppose. Following this I offer several examples of protest which exist in much different forms which unveil political possibilities beyond the logics of reform. Through doing so, I invite not only an understanding of past actions but also a future engagement with transformative modes of teacher activism which have become only more necessary since the 2018 strike wave.
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