6. TEACHER UNIONS AND HIGHER EDUCATION: A POLICY IMPACT PERSPECTIVE

Abstract

During the NEA’s early years, the higher education community formed the core of the organization’s leadership, and higher education issues in turn represented a key area of NEA policymaking. The late 19th and early 20th century Association was fundamentally a professional group with a large teacher membership but little teacher representation in its leadership. In fact, it was only after the first 100 years of the NEA’s existence that the organization made an effective transition toward becoming a labor union, led by teachers and faculty members and focusing its primary energies on collective bargaining – first in the K-12 arena and soon after in higher education. Most recently, the NEA has sought to synthesize the two roles – that of professional association and union.

Citation

Maitland, C. and Hendrickson, R. (2004), "6. TEACHER UNIONS AND HIGHER EDUCATION: A POLICY IMPACT PERSPECTIVE", Henderson, R.D., Urban, W. and Wolman, P. (Ed.) Teacher Unions and Education Policy: Retrenchment of Reform? (Advances in Education in Diverse Communities, Vol. 3), Emerald Group Publishing Limited, Leeds, pp. 125-148. https://doi.org/10.1016/S1479-358X(04)03006-2