Almost out of nowhere, an inspiring wave of strikes by public school teachers has swept the United States. Teachers in Arizona have just ended a strike on the heels of walk-outs in West Virginia, Oklahoma, Colorado and Kentucky. Similar actions between now and the end of the school year loom in others states.
Thus far, unity among teachers in all of the strikes has been overwhelming. Participation has been robust, rallies have been large, reports indicate that few teachers have crossed picket lines and the public has been highly supportive. A number of commentaries have noted that Donald Trump carried four of the states where the strikes have occurred, where union members are generally a lower percentage of the workforce and have fewer collective bargaining rights.
Among the many themes of the strikes, there are at least two that relate directly to their red-state hue. The first, widely commented on, is that reactionary state governments have been especially aggressive in their assaults on the living standards of the majority of their populations. In the face of dramatic tax reductions on corporations and the wealthy, attacks on workers and unions, and the undermining and underfunding of education and other public programs, teachers who have often not gotten raises for years while working conditions deteriorate, have finally said Enough.
Another theme is that people’s class allegiances emerge as struggle intensifies, and the fact that some of the striking teachers voted for Trump is almost irrelevant as they engage in actions like the recent walk-outs. The focus on whether the strikers voted for the worse of two horrible presidential candidates is certainly of great interest to the punditocracy but serves intentionally to obfuscate the fact that the struggle between the Super Rich and the rest of us will unfold primarily in workplaces and on the streets.
There have been fissures between union officers and some teachers who believe officers in Oklahoma, for example, were too timid in calling off strikes that had not yet achieved all their objectives. In West Virginia, teachers remained out in defiance of union officers who tried to end the strike. Efforts by nervous officers to curtail or even prevent strikes echo events in Wisconsin in 2011 when workers occupied that state’s capitol building before union bureaucrats shut down the protests and told the workers to go home and find a Democrat to vote for.
The fissures in the teacher unions will not go away and a galvanized rank and file may emerge that can address that timidity. That much of the work in preparation for and during the recent strikes was done outside official union channels speaks well to the possibility for desperately needed changes in union structure and culture.
Another Teachers’ Strike 40 Years Ago
At the beginning of the neoliberal epoch 40 years ago, public school teachers in Bridgeport, Connecticut went on strike for many of the same reasons. The Board of Education and the Bridgeport Education Association (BEA), the collective bargaining representative of the city’s 1,247 teachers as well as about 100 other school professionals, had been at loggerheads for months. Connecticut law forbade strikes by public school teachers, however, and many Bridgeporters were caught off guard by the picket lines on the first day of school.
Much like the strikes in 2018, there was widespread public support for the teachers. Hundreds of supporters, including students and their parents, joined the picket lines. At one site, members of a neighborhood group played an especially active role in urging students and parents to either join the picket line or go home.
National Teacher Strike Wave
Like the strike wave today, the walk-out in Bridgeport was one of many that September. Teachers in Philadelphia, Boston, Cleveland, Seattle and numerous smaller cities and towns saw schools closed because of strikes, and some of those actions lasted for several weeks. It was the Bridgeport walk-out, though, that was the longest and the most contentious, as teachers faced a local power structure determined to crush the strike.
In what were the early stages of the austerity agenda of the business class, Bridgeport’s teachers had seen wages and benefits lag and classroom sizes grow in the years leading up to the 1978 strike. They had accepted a concessionary contract in 1975, causing salaries to fall all the way to the bottom in Fairfield County (as they are today) and among the lowest in the state. There was also a growing exodus of teachers from Bridgeport to higher-salaried jobs in nearby school districts, another trend that remains in 2018.
From the outset, the 1978 strike was highly successful. Only 36 teachers, or less than 3%, reported for work on the first day of school and that number dropped in the days that followed. The Democratic mayor and the Democrat-majority Board of Education kept elementary and middle schools open at first by utilizing a small number of teaching aides, substitute teachers and accredited, unemployed teachers, but only 10% of students showed up. The city’s Parent Teacher Association, meanwhile, supported the strike by rejecting a call by the Board that they volunteer in schools and assist scab teachers.
Mass Arrests and Imprisonment
Arrests began just days into the strike and State Superior Court Judge James Heneby began levying fines of $10,000 per day against the union. As the strike continued, Heneby ordered the union’s officers jailed. The first jailings occurred on September 12th, the fifth school day of the strike, when thirteen teachers were handcuffed and carted off, the men to a prison in New Haven and the women to one in Niantic some 60 miles away. Those arrested endured degradations such as strip searches and being doused with lice spray. Adding further insult, Heneby imposed individual fines of $350 per person per day on the arrestees.
Angered by the arrests and the teachers’ subsequent treatment, treatment that one arrestee later called the most humiliating event of her life, the strikers turned out to the picket lines in ever larger numbers and with greater determination and militancy. One result was that the city and school board were forced to abandon efforts to keep any schools open. With all 38 schools closed, another 115 teachers were arrested in the next few days. In all, 274 were arrested during the strike, 22% of the total in the city. As prison space became scarcer, many of those in the later waves of arrests were packed onto buses and taken 70 miles to a National Guard camp that was converted into a makeshift prison.
Standing Firm to Victory
As the confrontation continued into late September, and with all of the other strikes around the country settled, the mass arrest and imprisonment of Bridgeport’s teachers was drawing international attention and causing local elites and city residents as a whole great embarrassment. Despite the arrests, jailings, fines and some tense scenes on a number of picket lines, the teachers stood firm. Finally, on September 25th, after 14 school days, the teachers union and Board of Ed agreed to accept binding arbitration. All teachers, some of whom had been locked up for 13 days, were released from prison. The final terms of the agreement were largely favorable to the teachers.
New Legislation: A Setback?
In the strike’s aftermath, the Connecticut legislature passed the 1979 Teacher Collective Bargaining Act that mandates binding arbitration when teachers and the municipalities they work for are stalemated in contract negotiations. While some observers saw the law as a victory for teachers, it was still illegal for teachers in Connecticut to strike, as it remains today. In addition, a number of changes to the law since 1979 such as one that allows municipalities but not unions to reject the decision of an arbitrator, have weakened the bargaining position of teachers.
No militant strike wave or reinvigorated workers’ movement followed the strikes of 1978. Rather, it was capital that escalated its offensive, one that continues to this day. Probably the most noteworthy strikes by teachers since 1978 came in Chicago where teachers walked out for nine days in 2012 and for shorter durations several times afterwards. The Chicago actions gained significant victories and illustrated to a country where strikes have become rare that they can be incredibly effective.
The 40 years from the Bridgeport strike to today precisely cover the period in which we have seen the most radical upward redistribution of wealth in human history. There is much gut-level support for radical change on many issues including the state of education and the conditions teachers work under. The wave of strikes may be an important turning point.
If that is to be the case, continued organizing and coalition-building in the time to come is essential. Striking teachers in 2018 did not face anywhere near the state repression as those in Bridgeport in 1978; there does not appear to have been as much as a single arrest during the strike wave. But entrenched power will push back hard and fast on all fronts, as it always does. The recent strike wave presents a real opportunity for catalyzing the large scale but mostly diffuse discontent among workers toward something more cohesive and better organized. That is an exciting possibility and the thousands of teachers who stepped forward in recent months are well-positioned to make that possibility reality.
It is of great significance that in the West Virginia strike at least, teachers refused to accept a demand by the governor that improved pay and benefits would be paid for with cuts in much-needed programs for the working class as a whole. Mainstream commentators who regard union workers as nothing more than a special interest group exclusively focused on their own well-being had no idea what to do with that one. Also of note is that, in large part because of the insistence of the teachers, the contractual gains won by some of the strikes included all other school workers and that non-union supervisors in at least several states overwhelmingly supported the strikes.
For those who recognize increased class consciousness as essential to long-term social change, the teachers’ rejection of West Virginia elite efforts to conclude the strike by driving a wedge between themselves and the other workers was an important step. Among the challenges now are further development of that consciousness and the further strengthening of the class unity it represents.
One other challenge facing the burgeoning motion among teachers is the fact that the underfunding of education has proceeded at a higher and faster pace in places with higher percentages of students of color, particularly African Americans. Seriously addressing this point and developing strategies accordingly through their unions, in the networks they’ve established and in coalitions they join will go a long way in determining how broad, militant and effective all of those organizations will be. Events of recent weeks are a terrific start.
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