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Coping collectively: the formation of a teacher self-help group

Troman, Geoff (2003). Coping collectively: the formation of a teacher self-help group. British Journal of Sociology of Education, 24(2)

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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.

Item Type: Journal Item
ISSN: 0142-5692
Academic Unit/School: Faculty of Wellbeing, Education and Language Studies (WELS) > Education, Childhood, Youth and Sport
Faculty of Wellbeing, Education and Language Studies (WELS)
Research Group: Centre for Research in Education and Educational Technology (CREET)
Item ID: 1023
Depositing User: Users 12 not found.
Date Deposited: 31 May 2006
Last Modified: 04 Oct 2016 09:44
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