Abstract
In this article, I draw on Eli Meyerhoff’s (2019) Beyond Education: Radical Studying for Another World to suggest that the 2018 “red state” K12 education strikes created spaces, if momentary and often fraught, for many education workers to engage or expand alternative modes of study, modes that have long constituted predominantly women- and rank-and-file-led educator labor organizing. First, I elaborate Eli Meyerhoff’s theorization of modes of study as world-making in the context of education labor organizing and unions. Specifically, I engage his important critique of education as a particular, romanticized mode of study that contributes to liberal capitalist world-making. I argue, these alternative modes exist in tension with the romanticization of education that constitutes the business unionism prevalent in the National Education Association and American Federation of Teachers. Then, I draw on oral history narratives of one Oklahoma school district, which are specific and situated in place yet, in many ways, exemplary of the kinds of alternative modes of study that produced knowledge of the (gendered) impasse of education work in the state.
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DOI
10.24968/2473-912X.4.1.2
Recommended Citation
Dyke, Erin
(2025)
"Understanding Alternative Modes of Study in the 2018 K12 Education Strikes,"
#CritEdPol: Journal of Critical Education Policy Studies at Swarthmore College: Vol. 4
:
Iss.
1
, Article 2: 8-25.
DOI: 10.24968/2473-912X.4.1.2
Available at:
https://works.swarthmore.edu/critedpol/vol4/iss1/2