Social Justice Unionism and Social Movement Unionism

Social Justice Unionism and Social Movement Unionism are two organizing methods utilized by The St. Paul Federation of Educators. See organizing strategies for more details. Social Justice Unionism was created and developed by “29 teacher union activists following a three-day institute in August 1994 sponsored by the National Coalition of Education Activists,” the framework incorporates past mobilizing frameworks with a modern vision towards creating equitable and productive schools and communities. (Pg.1) Social Movement Unionism focuses on, “going beyond immediate economic and contractual concerns. Such a union struggles for its members’ stake in creating a democratic and equitable society and allies itself with other movements also working for social justice, peace, and equality” (Weiner Pg.39).  Social Justice Unionism and Social Movement Unionism utilize similar organizing strategies to create meaningful change within their communities. The seven key components of Social Justice Unionism, outline methodology and examples for teachers’ unions to fight for their students and their public schools. Social Justice Unionism can be conducted on a series of levels: Classroom and Building, Local, community and State, and National. The work done within the classroom may focus on curriculum development that directly combats racism and promotes “critical thinking about social problems” (Pg. 3.) The building level focuses on collaboration by improving professional development and involving parents in school-based decision making. In order to gain the support of local community members, teacher unions must not only fight for school related justice, but also to fight for issues and policies related to all areas of society such as housing, health care, anti-violence etc. Social Movement Unionism declares that “the union functions as a connective tissue, linking struggles for a just and equitable society with teacher concerns for school and education” (Weiner Pg.40) Additionally, it remains crucial for unions to maintain a relationship with local and state governance in which they will be working with closely. Lastly, the framework encourages local teacher unions to fight for a merged union “that is more democratic, more concerned about equity, and more capable of building and leading a national social movement around key social issue” (Pg.4). The work done by the 29 teacher union activists has created a direct and informative starting place for any teacher union looking for support and ideas in creating purposeful change within their schools and communities. Outlined within the discussion portion of this case study The St. Paul Federation of Teachers have adopted several of the Social Justice Unionism components that have directed their vision and agenda.