Even before I served as the chair of the Substitute Committee for the Winnipeg Teachers’ Association (WTA), I tried to establish communication between the rank-and-file teachers and substitute teachers and myself. Such communication forms a necessary aspect of the work of the radical left.
A Philosophical (Critical) Commentary on the Collective Bargaining Seminar, August 22-24, 2007
I attended the collective bargaining seminar held by the Manitoba Teachers’ Society at Clear Lake. As I said to one of the MTS staff officers, it was an enlightening experience.
The seminar was very well organized. It was designed to combine a theoretical grounding in collective bargaining with hands-on practice through simulation of collective bargaining with a mock school board of two members.
The first day was spent meeting with pre-arranged teams of negotiating committees, with an MTS coach assigned to each team. The second day was split into two sessions, with the morning session involving the ins and outs of collective bargaining. There were separate sessions for members at the beginner level and for those with more advanced experience. In the afternoon, the negotiating teams met to develop their priorities for negotiating purposes. The entire Friday morning was a simulation of collective bargaining with two mock trustees opposed to each team. Other MTS staff circulated from time to time between the different negotiating sessions.
The use of the simulation mechanism provided an impressive air of realism to the whole learning process.
Another impressive aspect of the seminar was the emphasis on the importance of considering the impact of the acceptance of a clause in a particular collective agreement on teachers’ collective agreements as a whole.
In essence, that emphasis leads to a very important philosophical principle: considering any act as merely one phase in a larger, more inclusive act, undertaking or whole. The acceptance of a particular clause in one collective agreement begins just there, at the local level. Its consequences, however, may well extend far beyond the immediate collective agreement. These potential consequences then can be used to guide acceptance or rejection of the clause in a particular agreement. That is to say, the clause, when set in a larger whole (as a potential chain of consequences), may be modified or rejected because of its impact when considering that larger whole rather than seen in isolation. The means (a particular clause in a particular collective agreement) can then be made congruent with the end when the latter is conceived as an end that includes a larger whole. The implicit philosophical principle contained in the seminar was, then, the unity of the end in the means and the means in the end.
The realization of this principle is through communication, communication and more communication—from the local associations to the MTS and from the MTS to the local associations. In addition, the presence of MTS staff officers during collective bargaining is often (if not always) vital to ensure the realization of this principle.
That principle, however, could well be extended beyond the issue of collective bargaining. Collective bargaining is only a beginning phase in a larger whole, whether that whole includes the administration of the contract, the legal system, the economic structure of society, and so forth. Just as an individual clause in a collective agreement may have a different meaning when viewed from a more global perspective, might collective bargaining itself have a different meaning when viewed from a more global perspective of wider social relations?
Could the principle implied in the collective-bargaining seminar—the unity of ends in the means and the means in the ends–be extended far beyond the issue of collective bargaining?
Fred Harris, substitute teacher
I wrote the following in the WTA newsletter (it is necessary to address more immediate concerns of workers and their organizations as well):
Fred Harris, a substitute teacher, was appointed the chair of the Substitute Committee for the 2007-2008 school year at the executive meeting held at Gimli on June 3-4.
At the general meeting of substitute teachers held in May 2007 (organized by Gerry Thornhill), Diane LaFournaise, another substitute teacher, was elected the representative of the substitute teachers for the WTA Council monthly meetings, to be held at 6:30 (snack at 6:00 p.m.) at 191 Harcourt on the following days:
Although only substitute reps can vote at WTA Council meetings, all substitute teachers can attend them. They can also attend the substitute committee meetings held at 5:00 p.m. in Room A on the same day as the Council meetings at 191 Harcourt. They can thereby begin to understand where they fit into the WTA and how they may, in the longer term, become a voice within their own organization.
A fall meeting for all substitutes may be held to field their concerns. More information may be forthcoming in the subsequent newsletter, the Sub-finder Express system, email or contact by phone.
Should a substitute teacher have concerns that specifically relate to problems associated with being an employee of the Division, please call Glenda Shepherd, Administrative Assistant of the WTA, at 831-7104.
Fred Harris, substitute teacher
One thought on “The Radical Left Needs to Call into Question Existing Institutions at Every Opportunity, Part Three”
Wow great read
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