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As many of the traditionally unionized sectors of the economy experience crisis, unions are turning to social unionist strategies of coalition-building and community mobilization as a means of defending jobs through external solidarity. This paper explores the politics and dynamics of the Canadian Auto Workers' (caw) organization of a union-community coalition and rally in Windsor, Ontario as a means of defending the manufacturing base. The paper contends that while Windsor's May 2007 Manufacturing Matters rally was quite successful in its short-term aims, due to the caw's strong mobilizing structures and longstanding relationships between local unions and community organizations, internal coalition dynamics and framing processes led to decisions which limited the longer-term capacities of the campaign. The coalition opted to emphasize place over class as the unifying element, to produce non-adversarial discourses and tactics so as to avoid appearing anti-business, and to marginalize more militant talk and tactics. These outcomes raise questions about both the sustainability for ongoing solidarity and mobilization amongst the Windsor working class, and the capacity of the local labour movement to articulate counter-hegemonic interpretations of economic problems and promote policy options not dominated by the needs and interests of economic and political elites. [ABSTRACT FROM AUTHOR]

TEACHERS HAVE BEEN left out of nineteenth- and early twentieth-century labour history just as they have been ignored, as workers, in the history of education. This paper investigates themes in the history of elementary public school teachers' work in Quebec and Ontario during the period when state school systems were being put in place and public teaching forces were becoming predominantly female. During this period teachers contended with the introduction of new subjects and methods, the introduction of increasing amounts of paperwork, and a growing insistence on discipline and uniformity in increasingly hierarchical work places. In addition they had to deal with unhealthy working conditions and conflicts over who was responsible for the upkeep and physical improvement of schools. Although, by the turn of the century, increasing workloads, difficult working conditions, and low pay had pushed urban women teachers to form single-sex protective associations, most schoolmistresses failed to identify with other organized workers. Neither self-identified workers, nor the professionals they aspired to be, they began to understand one major source of their problematic status when they perceived that this derived, in large part, from their Status as women. [ABSTRACT FROM AUTHOR]