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Types of Relations Between States and Organized Teachers As Exemplified in Education Reform

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Types of Relations Between States and Organized Teachers As Exemplified in Education Reform i Université de Montréal Types of relations between states and organized teachers as exemplified in education reform par Shirley M. Humphries Département d’études en éducation et d’administration de l’éducation Faculté des sciences de l’éducation Thèse présentée à la Faculté des études supérieures en vue de l’obtention du grade de Philosophiæ Doctor (Ph.D.) en sciences de l’éducation option administration de l’éducation novembre 2001 © Shirley M. Humphries, 2001 ii Université de Montréal Faculté des études supérieures Cette thèse intitulée: “Types of relations between states and organized teachers as exemplified in education reform” présentée par: Shirley M. Humphries a été évaluée par un jury composé des personnes suivantes: Philippe Dupuis .......…........................……………… président-rapporteur Claude Lessard..……………...................….............. directeur de recherche Terri Seddon ..........………………...............................…..membre du jury Nina Bascia…....…………….............................……..examinateur externe Mona-Josée Gagnon...................................représentant du doyen de la FES Thèse acceptée le 27 juin 2002. iii SOMMAIRE Partout dans le monde industrialisé, le regroupement des enseignants des écoles publiques a eu un impact sur l’élection des gouvernements et des officiers scolaires (là où ils sont élus), sur les politiques éducatives et sur l’organisation scolaire. Par ailleurs, les institutions nationales et les politiques éducatives façonnent les stratégies d’action accessibles aux associations d’enseignants. Une bonne compréhension de l’influence des relations entre l’état et les associations d’enseignants sur la nature et le processus de réforme scolaire peut aider les gouvernements et les syndicats d’enseignants à apprécier l’importance de leurs rôles respectifs dans la réforme de l’éducation et le maintien des sociétés démocratiques. La démarche suivie pour la présente étude comprend d’abord la construction d’une typologie des relations de travail, de classe, et de partenariat. Ensuite la description et l’explication de 3 cas illustrent la typologie. La dernière étape porte sur la reformulation de la typologie. Quatre méthodes utilisées dans la présente étude renforcent la validité, contribuent au développement théorique, et rendent possible l’explication des relations entre l’état et les organisations d’enseignants dans d’autres contextes similaires : (a) la prise en compte de 3 conditions essentielles d’une méthodologie comparative; (b) une approche systématique à la collecte et à l’analyse de données; (c) l’explication constante des caractéristiques connues d’un cas dans le cadre d’un modèle idial-type; et (d) l’utilisation de référents externes contextualisant les descriptions des cas et comparant les cas à la typologie préliminaire et les uns aux autres. Mots clés: l’éducation comparée la professionalisation de l’enseignant(e) la régulation gouvernementale le syndicalisation de l’enseignant(e) iv ABSTRACT In western industrialized countries, the organization of public school teachers impacts the election of governments and schools officials, education policy, and school organization. Conversely, each country’s institutions, education policy, and relations with organized teachers shape the strategies available to organized teachers. Understanding the influence of organized teachers and state relations on the process and the nature of education reform can assist organized teachers and states to appreciate the importance of their respective roles in the reform of public education and the maintenance of democratic societies. The procedure followed is first, the construction of a preliminary typology to describe labour, class and partner relations. Second, the rich description with explanation of 3 cases exemplifies, and enables the assessment of the preliminary typology. The final step is the reformulation of the typology. Four methods used in the present study are intended to strengthen validity, contribute to theory development, and permit the explanation of state and organized teacher relations in other similar contexts. First is attention to 3 conditions essential to comparative methodology. Second is a systematic approach to data collection and analysis. Third is the insistent explanation of the known qualities of a case by use of an ideal-typical model. Fourth is the use of external references by placing the case descriptions in context and comparing cases to the preliminary typology and to one another. Key words: comparative education government regulation teacher professionalization teacher unionism v TABLE OF CONTENTS TABLE OF CONTENTS.................................................................................................... v TABLE OF TABLES ........................................................................................................ ix TABLE OF FIGURES........................................................................................................ x ABBREVIATIONS ........................................................................................................... xi DEDICATION.................................................................................................................. xii ACKNOWLEDGEMENTS.............................................................................................xiii CHAPTER ONE THE PROBLEM................................................................................................................. 1 PURPOSE ........................................................................................................................ 3 TERMINOLOGY............................................................................................................... 3 SIGNIFICANCE OF THE PRESENT STUDY.......................................................................... 6 Social Significance ................................................................................................. 6 Personal Significance.............................................................................................. 9 OBJECTIVES ................................................................................................................. 11 METHODOLOGY ........................................................................................................... 11 ETHICAL CONCERNS .................................................................................................... 12 DELIMITATIONS AND LIMITATIONS .............................................................................. 12 OVERVIEW ................................................................................................................... 13 CHAPTER TWO REVIEW OF THE LITERATURE................................................................................... 14 WORK ORGANIZATION AND INDUSTRIAL UNIONISM.................................................... 14 The History of Work Organization....................................................................... 14 The Impact of Work Organization on Unionism .................................................. 20 Conclusion ............................................................................................................ 24 EDUCATION UNIONS .................................................................................................... 25 Membership .......................................................................................................... 26 Role....................................................................................................................... 27 Practice.................................................................................................................. 29 EDUCATION REFORMS ................................................................................................. 30 The Evolution of Public Education....................................................................... 31 Key Components of Education Reforms .............................................................. 34 Economic Interests................................................................................................ 35 Bureaucratic Interests ........................................................................................... 38 Social Democratic Interests .................................................................................. 41 Summary of Education Reform ............................................................................ 44 EDUCATION POLICY-SETTING PROCESSES ................................................................... 45 CONCLUSION................................................................................................................ 47 CHAPTER THREE THE THEORETICAL FRAMEWORK ........................................................................... 48 THE CONCEPTUAL FRAMEWORK.................................................................................. 49 Ideology in Public Education................................................................................ 51 Education Decision Making.................................................................................. 54 vi DEVELOPING A TYPOLOGY.......................................................................................... 57 Classifications of Education Unions..................................................................... 58 Theories of Social Action and Organization Design ............................................ 61 The Public Education
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