Berkeley Review of Education

In response to a need for increased engagement given the #RedForEd movement, this article draws upon my experience as an organizer and participant in the recent wave of teacher activism to provide implications for theories of teacher agency and political transformation. First, I conceptualize the Arizona #RedForEd movement’s unique position beyond the state’s logics of political power, considering the possibilities that such a position created for teacher-activists in Arizona. I then confront the decreasing power of the movement in order to demonstrate the need for increased theorizations of the reflexive capacities of institutionalized power structures to sustain oppositional education social movements. I consider the recent history of the RedForEd movement with the hope of forwarding renewed considerations of political transformation, power, and teacher agency, which can inform movements that challenge the hegemonic limits placed upon social-justice-oriented movement work.