|Title: ||Coping Collectively: the formation of a teacher self-help group'|
|Citation: ||British Journal of Sociology of Education, Volume 24, Issue 2 April 2003 , pages 145 - 157|
|Journal: ||British Journal of Sociology of Education|
|Issue Date: ||Apr-2003 |
|Abstract: ||Some social movements theorists argue that contemporary social movements such as pressure groups and support groups are increasingly fulfilling the protest function of political parties and trades unions in post-industrial societies. Furthermore, these social, cultural, emotional and economic developments are occurring on a global scale. This article is an ethnographic account of teachers in an English local education authority who formed a self-help group for what they perceived to be 'bullied' (i.e. abused in the workplace) local authority and private sector employees. This was a mode of collective rather than individual coping. The identity work involved in self-renewal for these workers was a collective, social and political process, involving networking with other similar individuals and groups nationally. I argue that, given the decline in trades union powers, the teachers can be considered to be reinventing collectivity and collective protest. And the self-help group studied is not fundamentally different in character to labour movements of the past.|
|Appears in Collections: ||Research papers from the School of Education|
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