Genre et investissement syndical chez les enseignants

Abstract

Abstract : The article uses a gendered perspective to question the interplay between relationships to work and militant trade union engagement. Analysis here is based on qualitative interviews and observations of activists from four Fédération Syndical Unitaire trade unions operating in primary and secondary schools. In a female-dominated professional and trade union context still characterised by inequality between men and women, a question remains as to gender’s effects both on teachers’ career choices and on the way they juggle their professional vs. their trade union engagements. The article also examines how female teachers’ union engagement challenges traditional organisational models and changes how they relate to their other occupational activities.

Keywords

• trade union
• gender
• work-family balance
• teaching jobs