BARGAINING OVER EDUCATION POLICY: WHO REPRESENTS THE COMMUNITY?

MARJORIE SARBAUGH-THOMPSON

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DOI: 10.2190/AJX9-7MVN-TLVL-5DBX

Abstract

Based on a case study of the 1992 teachers strike in Detroit, Michigan, the research presented here examines the relationships among actors involved in the strike and in its settlement. Multilateral bargaining occurred, and it arose from a highly active, organized coalition of civic leaders and from an activist school board committed to school reform. This case study provides opportunities to examine the ways unions, activist board members, school administrations, and community leaders interacted to influence school policy through multilateral bargaining during this strike. While we cannot generalize based on a single case study, this article can raise questions about whether some form of multilateral collective bargaining could provide opportunities for citizens to participate in school policy making.

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