Silvina and Abregú 2005

Gvirtz, Silvina, and Victoria Abregú. 2005. De la tragedia a la esperanza: hacia un sistema educativo justo, democrático y de calidad. Academia Nacional de Educación.

• Introduction
• education should have two goals: teach people how to learn, and teach them how to live together (6-7)
• the school forms citiznes (7)
• education system has high coverage but not high retention rates (9)
• Chapter 1
• a bit of hsitory
• teh state was heavily involved in creating and administering the education system in the 1800s, it allowed everyone in to primary, but saved upper levels for a minority of students (16-17)
• in teh 1960s and 1970s society changed, new technology grew, and public schoolsdidn't keep up with the times.  this was the start of the middle class c=slowly migrating to private schools (18-20)
• this also meant the state was less able to meet its responsibility of educating studenets (20)
• private schools were more disciminatory, if only in that their fees limited enrolment (21)
• the dictatorships didn't do much to combat this, while democratic governments tried to recentralize schooling and fix the problem (21)
• 1990s reform (23-32)
• supposed to give some autonomy back to the schools, let them decide how to teach at the school level (28-29) MAYBE THIS MEANS GIVING BACK TO INDIVIDUAL TEACHERS SOME POWER AND CONTROL OVER THEIR WORK?
• hope was to put provinces in charge of curriculum design, just have some big goals at the federal level (29-30)
• but the fedeeral "guide" just became what everyone used as the curriculum itself (30)
• the implementation of these reforms seemed to fall short of the goals, and in some ways just increased bureaucratization (32)
• data on inequality of income between private and public schools, (35)
• richer people in private schools, significantly so
• schools don't really have much autnomy, they have been very centalzied under the provinces, even private schools! (40)
• they also argue that there is a political problem, because the government isn't taking it's responsibility to educate everyone equally (40)
• introduction to the second part of the book
• this section brings up three paths that should be done in order to provide basic pilars for improving education system:
• redefine government running or education to de-bureaucratize the system (44)
• redefine the school as a space of socio-educative and community center, 
• equalize conditions in all schools to allow quality education in every school
• chapter 2
• government needs to find a careful balance between equality of access and results of education (48)
• government should set clear goals
• schools should be given some flexibility to address their own peculiar needs
• entire system should have responsibility for results of education
• government should work to either equalize education across schools, or at leat compensate worse schools to try and make them better (48-49)
• create incentives to allow good policies in schools to be rewarded (49)
• community should become a collaborative partner for schools (49)
• what the national education ministry should be donig (52-55), mostly helping, coordinating, measuring, being a resource, but not being heavy handed, but also paying for things
• this model favors de-bureaucratization (55)
• really important to increase teachers' capacity to teach, in schools, out of schools, and in universities (58)
• provincial level ministiries should
• work to coordinate the macro and the micro levels (61-2)
• generate strategies of cooperation among schools (62)
• create broad strategies to improve schools in their province
• work to fund their schools
• chapter 3
• ideas to change the schools (and ministries) from pyrmaidal and bureaucratic to open and democratic (63)
• need:
• more decentralized decisionmaking, allow schools to vary their work a bit (64)
•  start having community groups that have a voice in the schools (66-67)
• and others
• mostly about creating new work positions, like director of pedagogoy
• Consejos escolares (70-73)
• these arent' always good, might just back uup authoritarian principal (70)
• should include parents, students, graduates, administrators, teachers, and members of the community (71)
• not just for fundraising, but to make sure the decisions the school is tyaking are good
• EVERYONE muist be involved, every sector, as education is something that is shared among all secotrs (72)
• decision-making still mostly in the hands of the director(s) of the school (73)
• change school culture (74)
• clear goals with measurements
• get participation of the families (75)
• chapter 4
• consider the school as a center of communtiy and social education 975)
• get students, school projects involved in their community, too (79)
• give exta aid, food, etc to schools that are in especially poor areas (80)
• make the buildings, supplies better and equal across schools (82)
• improve the formation and careers of teachers (84-86)
• improve salarty (85)
• create better career paths for them (85-86)
• 
  

Eaton and Dickovick 2004

Eaton, Kent, and Tyler Dickovick. 2004. "The politics of re-centralization in Argentina and Brazil." Latin American Research Review 39(1): 90-122.

• about the recentlralization moves after the 1990s decentralization
• decentralization often involved giving subnational governments the power to control spending, which took a lot of power away from national-level politicians, who now want it back (91)
• this has also made it more difficult for national governments to insure macroeconomic stability (91)
• this article focuses on uncovering teh factors that influence the ways politicians pursue re-centralization, and their relative success or failure (92)
• must remember that Brazil and Argentina are still really decentralized countries, despite this article's talk of re-centralization
• four possible recentralizing factors:
• economic crisis (93)
•  division of powers between branches
• presidential partisan power
• conflict within the bureaucracy
• three measures of decentralization, changes in (94):
• revenue autonomy
• expenditure autonomy
• borrowing autonomy
• presidents have heightened their control over healthcare and schools even as they haven't rolled back rearlier decentralization measures (95)
• stylized review of de- and re-centralization in Arg (97) and Brazil (98)
• economic crises only indirectly led to recentralization, despite the fact that we would expect presidents to take more control in a hyperinlfation crisis (99)
• Arg: interestingly, de la Rua's presidency resulted in little recentralization, despite big economic crises (101)
• the crisis actualy made Peronist governors even more in need of federal transfers, adn thus unwilling to give them up with dlR needed to pay creditors instead of giving money to the provinces (101-102)
• in Brazil subnational governments had borrowed liek crazy for pork, expecting national government ot bail them out (102)
• Cardoso changed this with Real plan
• recentralization only started happening when the governors' bad habits became public, adn this issue outweighed the gains made through patronage spending
• formal/decree powers (aka presidential partisan powers) were not really used to recentralize in Argentina (105), though president's personal power gave hims some leverage (106)
• didn't help at all in Brazil, as constitution laid out most of the rules here (107)
• Menem's power and popularity in teh party gave him a lot of control over who got nominated and elected, which helped his recentralization efforts (108-109)
• but he was a lame duck after 1995, and lost a lot of this power (109)
• none of this happenened in Brazil, as there is little party discipline for Cardoso, but he did have popular support which was helpful (110)
• the cabinet and bureaucracy is important, hurt Menem in his second term (112-113), helped Cardoso throughout (113-114)
• COnclusion
• need to remember not just look at elections, but look at bureaucracis!!! (115)
• economic crisis did not drive re-centralization efforts (115)
• table of findings on page 116

Tattersall 2006

Tattersall, Amanda. 2006. "Bringing the community in: Possibilities for public sector union success through community unionism." International Journal of Human Resources Development and Management 6(2): 186-199.

• public sector unions are starting to lose out to conservative governments (187)
• this paper is describing the New South Wales Teacehrs Federation experiments with community unionism (187)
• tough to really define community unions 9187-188)
• can be understood as the intersection of unionism and three types of commnity:
• community organizing
• people with common interests (sort of identity)
• and geograhic areas
• literature says community unionism works best when there is a relational component, a shared interest, and a shared goegraphy (188)
• geographers say community unionism is most likely to happen when there is a spatial fix on capital (it can't run away)
• article is about a campaign from 2001-2004 (188-189)
• went for school improvement through a borad-based campaign in favor of public education after big budget cuts (189)
• three major innovations: (190)
• a fee to fund proactive campaigning
• create education lobby groups that cover an electoral area
• find common ground with principals
• an inquiry into public education included tight cooperation between unions and parent groups, which paid dividends (191-192)
• out of this grew a public education alliance that included principals and administrators (192-193)
• needed careful balancing to make sure teachers till got salaries, but other alliance members weren't feeling like they were just helping improve teachers' salaries (192)
• these sorts of internal demands that alliance member-groups had were dangerous to the alliance, need to remember alliance members were autnomous organizatiosn with their own goals (193)
• at one point the parent's group voted to support s NSWTF strike! (194)
• but alliance foundered a bit after winning stuff, and split once salary negotations started (195)
•  

Knoblauch and Woolfolk Hoy 2008

Knoblauch, Dee, and Anita Woolfolk Hoy. 2008.  "“Maybe I can teach those> kids.” The influence of contextual factors on student teachers’ efficacy beliefs." Teaching and Teacher Education 24(1): 166-179.

• Looks to see if teachers who do student-teaching in urban schools (the toughest schools) have better or worse "efficacy beliefs" (i.e. confidence) in their skills
• this is also affected by teachers' collective efficacy beliefs (ie school culture) as well as the influence of the mentor-teacher (167)
• many novice teachers note that they feel intimidated by urban schools, and don't think they have the skills to be effective teachers there (so says the literature, 168)
• the cooperating/mentor teacher can be more influential than a student's college adviser (168)
• rural schools can have a caluable sense of community, which is less true of urban schools (169)
• just doing student teaching improves efficacy scores in all types of schools (rural, urban, suburban) (172)
• and there was no stat sig difference in the improvements in efficacy beliefs regardless of school (172)
• perceived cooperating teachers' efficacy was significant (173)
• urban settings did result in significantly lower collective efficacy scores (173-174)
• but urban settings do not cause a downward trend in student teachers' efficacy beliefs, overall
• this cna help us turn urban schools around (177)
• 
  

O'Connor 2006

O'Connor, Kate Eliza. 2008. 'You choose to care': Teachers, emotions and professional identity. Teaching and Teacher Education 24(1): 117-126.

• qualitative study of teachers who decided to care about their student,s which allowed them to construct a professional identity that matched their philosophical ideas about teaching (117)
• teachers' experiences with caring are influenced both by their need to sustain positive relationships with their students AND by their individual beliefs about education
• both teachers' desire to care for their students AND political factors that affect their profession can influence a teachers' professional action (118)
• STUDY IS IN AUSTRALIA
• the teachers in this stduy work in a place where caring is not encouraged by public policy, and may actually hinder their professional achievements (119)
• the nature of teaching cannot be expressed within technical competencies, but centers around human interaction and emotional understanding (Hargreaves 1998) (119)
• teacher got involved in education specifically to build relationships with the students, but also dislikes the idea that as a teacher she is seen as providing a service to |"customers" (121)
• education as emotional labor (122)
• danger of teacher burnout ? (124)
• need for a healthy distance from students (124-125)
• caring as both a part of the job, and terribly exhausting (125)
• 
  

Isenbarger and Zembylas 2005

Isenbarger, Lynn and Michalinos Zembylas. 2006. "The emotional labor of caring in teaching." Teaching and Teacher Education 22 (1): 120–134.

• Articles looks at how erforming "caring teaching" can have both negative AND positive forms of emotional labour (a la Hothschild)
• Lynn, the teacher: "I am concerned about the student as a whole person, not just as a student." (121)
• caring teachers becomes emotional labor when they engage in efforts to modify or control negative emotions and perform positive emotions (123)
• this can be both a negative experience (Hothschild) (123)...
• but also maybe an exhilirating experience when they/their students do well (124)
• logn description of teacher dealing with a "Problem student"
• "the exhaustion, the frustrations and upheavals, all seemed worthwhile when i observd reed's progress." (128)
• "Guilt and self-blame were challenging emotions to deal with and Lynn often struggled hard over her responsibility to help students and to realize that caring had its limits." (129)
• "Caring is an inextricable part of her self-image." (129)
• teaching as a calling, performing emotional labor has positive payoffs (130-131)
• it is interesting to notice that some of the satisfactions of teaching come from take more care of others and less care of the self (131)
•