Teacher Unions and Education Policy: Retrenchment of Reform?

ISBN: 978-0-76230-828-6, eISBN: 978-1-84950-126-2

ISSN: 1479-358X

Publication date: 16 December 2004


The way in which the international teacher organizations evolved suggests both the advantages and the difficulties of maintaining a coherent and purposeful international organization for education advocacy (the abbreviations and acronyms for all the organizations are spelled out for reference in Appendix A to this chapter; the complex succession of organizations is traced in a table, presented as Appendix B to this chapter). The international teacher organizations began at the outset of the 20th century in Europe.1 The first of these, founded in 1905 and centering on the concerns of primary school teachers, was the International Bureau of Federations of Teachers (IBFT; it became the International Federation of Teachers’ Associations [IFTA] in 1926). The second, founded in 1912, was the International Foundation of Secondary Teachers (known by its French acronym, FIPESO, the Fédération internationale des professeurs de l’enseignement secondaire officielle).


Futrell, M., van Leeuwen, F. and Harris, B. (2004), "10. TOWARD INTERNATIONAL ADVOCACY", 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, Bingley, pp. 223-258. https://doi.org/10.1016/S1479-358X(04)03010-4

Download as .RIS



Emerald Group Publishing Limited

Copyright © 2004, Emerald Group Publishing Limited

To read the full version of this content please select one of the options below

You may be able to access this content by logging in via Shibboleth, Open Athens or with your Emerald account.
If you think you should have access to this content, click the button to contact our support team.