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View of Women’S Rights, Believing That AN EDUCATION REVOLUTION: STUDENT PROTESTS, TEACHER STRIKES, AND THE FUTURE OF EDUCATION POLICY A Dissertation By Christopher D. Thomas, J.D., M.Ed. Graduate Program in Educational Studies The Ohio State University 2020 Presented in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in the Graduate School of The Ohio State University Dissertation Committee: Bryan Warnick, Advisor Ann Allen Jackie Blount Copyright by Christopher David Thomas 2020 Abstract Hundreds of thousands, if not millions, of students, teachers and their allies have engaged in civic activism since the spring of 2018. In 2018, following the Parkland shooting, students across the country protested against gun violence and the ways it has impacted their experiences in schools. At the same time, teachers in six states engaged in statewide teacher strikes in pursuit of greater spending for education and higher salaries for teachers in the face of decades of disinvestment in public education. This student and teacher civic activism occurred at the intersection of two traditions. On the one hand, students and teachers have a long history of activism in the United States that aligns closely with ideals about the democratic aims of education. On the other hand, though, these protests occurred within an educational policy paradigm that has dominated education policy in the United States since at least 1983. Under the A Nation at Risk paradigm—in which education policy is informed by the ideology of economic competition and policy decisions are centralized, elevated, and privatized away from local democratic control—citizenship comes to be redefined and student and teacher civic agency is actively discouraged. From within this paradigm, these protests and strikes ought to have been impossible given the ways the A Nation at Risk paradigm positions students and teachers as passive recipients of educational policy. Yet, they happened and, since 2018, students and teachers across the country continue to engage in civic activism at levels not seen since the 1960s. Understanding these activities at the intersection of these two traditions demonstrates how student protests and teacher strikes offer a rejection of the A Nation at Risk paradigm and provide a new path forward for education policy. ii Keywords: Democratic education, student protests, teacher strikes, civic activism, neoliberalism, A Nation at Risk, citizenship, civic agency iii Dedication To my parents, Kathy and Bill Thomas, my first and best teachers, and to Elizabeth Kane, my wife and my strongest support and greatest champion. This dissertation is also dedicated to all of the amazing teachers who, every day, empower their students—like mine have empowered me. Thank you. iv Acknowledgments Looking back, this dissertation feels inevitable. The pieces fell into place and an accident of timing offered the perfect subject. But nothing about my educational odyssey or this dissertation was predetermined. Instead, every idea in this document, every decision I made in my educational journey, can be traced back to my amazing teachers, professors, and classmates. You all challenged me, pushed me, and helped me see the power of education. I could have never gotten here or written this dissertation without you. Debra Moddelmog, Beverly Moss, Frank Beickelman, Valerie Kinloch, Antoinette Errante, Jan Nespor, Timothy San Pedro, and T.K. Daniel, many of the ideas and thoughts in this dissertation you will find deeply familiar. Your classes and our conversations were where these ideas first took form and the larger arc of this project took shape. I am also deeply indebted to my candidacy exam committee, Daniel Tokaji, Ann Allen, Jackie Blount, and Bryan Warnick, for giving focus and direction to this project. In addition, this project would not be what it is without the thoughtful and encouraging support of my dissertation committee, Ann Allen, Jackie Blount, and Bryan Warnick. Your guidance and feedback have shaped this project very much for the better. To my advisor, Bryan Warnick, thank you for modeling how to be a thoughtful, objective, and critical scholar who never loses sight of the practical significance and real-world impact of our work. Because of your mentoring, I am excited to be on my way towards following your example. Finally, to all of my teachers, classmates, and students, thank you all for showing me what education can—and should—be. You, like the student and teacher activists discussed herein, are already the active policy agents that educational policy needs. v Vita 2011 ……………………………..…… B.A. English (Pre-Education), The Ohio State University 2012 …………………………..……… M.Ed. Secondary English Education, The Ohio State University 2012-2013 ……………………………. English Teacher, Liberty High School, Kern High School District, Bakersfield, California 2016 …………………….………..…… J.D., The Ohio State University Moritz College of Law 2014-2019 …………….…………..….. Graduate Teaching Associate, College of Education, The Ohio State University 2019 to Present …………………...….. Attorney, Frost Brown Todd LLC, Columbus, Ohio Publications Daniel, P. T. K., & Thomas, C. (2019). Equal protection clause. In S.C. Bon, D. H. K. Nguyen, J.A. Rippner (Eds.), Contemporary issues in higher education law (4th Ed.) (pp. 395- 419). Cleveland, OH: Education Law Association. Fields of Study Major Field: Educational Studies Educational Policy Philosophy and History of Education Law vi Table of Contents Abstract ........................................................................................................................................... ii Dedication ...................................................................................................................................... iv Acknowledgments........................................................................................................................... v Vita ................................................................................................................................................. vi List of Tables ............................................................................................................................... viii List of Figures ................................................................................................................................ ix CHAPTER ONE: Student and Teacher Civic Activism in the Spring of 2018 .................................. 1 CHAPTER TWO: History of Student and Teacher Civic Activism in the United States ................. 17 CHAPTER THREE: The A Nation at Risk Paradigm and Student and Teacher Civic Agency ........ 72 CHAPTER FOUR: An Ideological Crossroads: Understanding Student Protests and Teacher Strikes at the Intersection of the A Nation at Risk Paradigm and the History of Student and Teacher Civic Activism ............................................................................................................................ 106 CHAPTER FIVE: Embracing Student and Teacher Civic Agency and Reclaiming “Education for Citizenship”................................................................................................................................. 144 References ................................................................................................................................... 178 vii List of Tables Table 1. A comparison of the A Nation at Risk paradigm and an “Education for Citizenship” paradigm ..................................................................................................................................... 150 Table 2. Policy shifts to realize an “Education for Citizenship” paradigm ................................ 174 viii List of Figures Figure 1. Timeline of student and teacher civic activism in the spring of 2018 ............................ 7 Figure 2. A Burlesque on Strikes, published in the New York Times on March 18, 1886. .......... 23 Figure 3. San Diego High School and Junior College students parading to deliver their resolution to strike, 1918................................................................................................................................ 38 Figure 4. Newspaper article on the first widely reported teachers’ strike, 1902. ......................... 62 ix CHAPTER ONE: Student and Teacher Civic Activism in the Spring of 2018 During the spring of 2018, hundreds of thousands if not millions of students, teachers, and their allies engaged in civic activism across the United States. The student protests were directed at addressing gun violence and its impact on their schools as well as commemorating the victims of school shootings. Of particular importance for these students was the shooting at Marjory Stoneman Douglas High School in Parkland, Florida. In the Parkland shooting, on February 14, 2018, an armed gunman shot and killed seventeen students and staff and injured seventeen more (Chuck, Johnson, & Siemaszko, 2018). In a nation where mass shootings are increasingly common, the Parkland shooting was another in a long line of shootings, many of which occur at schools (Cohen, Azrael, & Miller, 2014). Yet, in the wake of this tragedy, the Parkland shooting sparked massive student-led protests and demonstrations across the United States throughout the spring of 2018. Between the months of March, April, and May, hundreds of thousands of students and their allies walked out of their schools, took to the streets, and marched throughout the country to protest against gun violence in schools.
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