What new unionism obscures is that there is a conflict of interest between those who gain from democracy and equality and those who benefit from low wages and authoritarianism. Inequitable societies do not want injustice investigated and one traditional method of disguising inequality is nationalism, which is the crux of new unionism and the standardized curriculum movement. Classroom teachers know standardized curricula explode the foundation of learning, that is, the meeting of a particular student with unique interests, a special teacher with certain passions and expertise, and the resources of a distinctive community in a loving classroom where risk is nurtured. More regulated exams locate the thinking mind and source of truth in a test. The teacher becomes an imperial clerk.
New unionism promises power through solidarity.
The solidarity offered, however, is not with the source of real educator power-unity with poor and working class parents and students who have everything to gain from school. She often won. Unfortunately both the NEA and the AFT have abandoned the vision that would link the activities of school workers with students and parents. The conflict centered on community control of public schools. The union won and community control was lost, establishing a labor-management model that mirrors private industry, one in which educational policy is determined in bilateral negotiations between a highly centralized school administration and highly centralized union.