The St. Paul Federation of Teachers utilized many aspects of Social Justice Unionism in mobilizing their union, supporting community efforts and creating meaningful change within the public-school system. Component two of Social Justice Unionism recognizes \u201cthat the parents and the neighbors of our students are key allies, and build strategic alliances with parents, labor unions and community groups” (Pg. 3). The SPFT understands the importance of involving parents by engaging with them in and out of the classroom. There have been several parent engagement initiatives, one being the teacher home visit program, in which teachers were able to meet their students\u2019 families and have personal one on one time. These interactions reassure parents of their importance and value within the education process and system. Key component number seven works to \u201caggressively educate and mobilize its membership to fight for social justice in all areas of society\u201d (Pg. 3.) In 2014, as the SPFT was working diligently in creating change within the classroom, they were also \u201cactive in campaigns to raise the state\u2019s minimum wage and in national efforts to reform our country\u2019s broken immigration system.\u201d (Fought, Pg. 23) Educators understood the intersectionality of their students and their families and mobilized in supporting social justice reforms that affect the community around them. The St. Paul Federation of Teachers is composed of just that, teachers. They understand the interworking of the public education system and see it first-hand. Teachers are the face of SPFT and are working diligently for social justice change. Their work directly relates to key component number 4, in which, you must \u201cput teachers and others who work in classrooms at the center of school reform agendas, ensuring that they take ownership of reform initiatives” (Pg. 3) Furthermore, the Social Justice Unionism framework has been influential in the progress and mobilization of the St. Paul Federation of Teachers and beyond.<\/p>\n
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