Notes!: Donaire 2012

Donaire, Ricardo. 2012. Los docentes en el siglo XXI: ¿empobrecidos o proletarizados? Buenos Aires: Siglo Veintiuno Editores.

while education coverage has increased greatly since 1960, we are also seeing more people with precarious work relations (23)
between 2002 and 2007 22% of protests have included "intellectual" workers, including teachers (23) citing another report
2009 Ministry of labor report: 454 000 teachers in the the 5 national teachers unions, 2/3 of which are in CTERA (24)

teachers have done about 1/4 of all strikes between 1994 and 2008
check out the "Programa de Investigacion sobre el Movimiento de la Sociedad Argentina

but traditionally teachers aren't thought of as the working class, yet they are going on stikes and stuff
the governemnt then and now has tried to delegitmize teachers strikes as an attack on the poor (by the teachers), thereby separating teachers from the identity of "poor" (25)
ARGUMENT: showing teachers have descended to become a proletariat, but not just because they have a union or don't make as much money as they used to. Rather, this is a larger story abuot how this middle class was turned into a proletariat, and how many other of the middle/intellectual classes are also being turned into proles (25-6)

proletarianization as deskilling, Braverman (30-34)
ideological proletarianization, where proles lose the ability to choose how to do their work, has a lot more to do with proeltarianization of the middle class (Derber)
teachers are becoming de-skilled due to the number of pre-made lessons and the rules set out by the state that teacher smust follow (37-38)
but specialization could mean actually GREATER skill for teachers, rather than a deskilling (39)
then something about ideological proletarianization that i didn't understand...i think it's something about misunderstanding WHY they do work (think they are helping, but actually just recreating classes and their own domination, despite being a middle class)

generally they are seen as part of the middle classes, in Marxian thought
some studies note that at teachers are making less money, that poorer people are becoming teachers, but still see teachers as middle class, just not doing as well as they used to (47-49)
in major part this is happening thanks to precarious contracts, and worsening labor conditions (45-46)

though some scholars still see teachers as a privileged middle class, relative to workers (47-8)

but importantly there are lots of teachers who are identified as part of the "new poor" (51), those who lost out (in terms of salary and working conditions) a lot during the 1990s

in the official classifications, docentes de primaria y secundaria are technical workers, whereas university profs are the only professionals (73)

teachers make up about 30% of formal wage workers that have professional or technical expertise in the country (74)
in 2001 CABA teachers were about 55% public, 45% private, rest of the country was more like 76/24 (75-77)
to decide whether or not teachers are becoming part of the proletariat, subseuquent chapters will look at : living conditions, working conditions, work process, and perceptions of class among teachers (79), going to look at primary and secondary, private and public, did data gathering in 2007 (80)

overall this chatper suggests that teachers are getting poorer, even when they come from middle class backgrounds (which most do), but can’t quite prove they are becoming proles (103)

a report from 2008 said that 65% (460) of the school buildings in CABA were deteriating, 50 of which were totally ununsable (105)
52% were older than 50 yrs (106)
the poorest neighborhoods tend to have the wrost schools (106
there is a syndrome or burnout that has affected teachers and been noted by pyschiatrists (107-8)

tables on precarity 128, 125
141-143: teachers are in more precarious work relationships becaues they are being proletarianized
public school teachers earn less than other public sector workers of similar qualifications, and private school teachers earn even less than that (147-148)

teachers haven’t lost the skills of teaching, their jobs haven’t been deskilled, but they have experiecned a sort of “ideological proletarianization”, where they have lost control o the politics behind what they teach, essentially they seem to be passing on the norms without being able to fight them (152-3
issues facing teachers in teh classroom, including what to teach, what to do when students don’t care, etc (153-167

most teachers 59.6% think they are part of middle class, but only 46% think teachrs in general are in middle class...for working class it is 12 and 14% resectively (181)
2004 study found 63% thought they were in middle class, but 28% thought working class (182)
many teachers think strikes are fine to use (186) and about 33% said they would g out with a spontaneous strike, while 11% they wouldn’t and the rest had no opinion (185)
58% of teachers suggested that teachers were like “salaried workers”, and thus close to the working class if not exactly a part of it (195)
sees tehe strike as an important symbol of teachers as working class as opposed to anything else
history of teachers unions 197-204, with data on memebr #s on 200
teachers at least seem to be moving closer to identifying with the working class, even if they see themselves as professionals/workers (206), it seems like teachers aren’t actually ebing robbed of their ideologies, but rather their ideologies are moving closer to those that favor the working class (207)

60% of teachers can be removed at will (210-211)
it doesn't seem like teachers have lost control of their work process in a real, fundamental way, but they do have a lot fo expectations about student achievement and subjects taught that is at les enchroaching on these things (214-2158), meaning teachers aren't whollyautonomous
teachers are being proleatrianized, though they aren't there fullly yet (234-238)

Notes!