(en) France, Organisation Communiste Libertarie (OCL) Courant
Alternatif #247 - Social Movements, A collective of precarious of
Education in Haute-Garonne (fr)[machine translation]
The recent mobilization against the new map of priority education zones has certainly
attracted sympathy, and managed to create alliances student / parent / teachers
interesting but contains many ambiguities. Among them, the question of the place of
Education as an institution in a restructuring company obviously was quickly evacuated.
Yet with a little more than one million two hundred thousand workers, labor issues,
employment and thus insecurity are central and act as a master standard for all wage
labor. For a little over a year has been a precarious collective of EN in Haute-Garonne,
it seemed interesting to talk with one of its members (1), and thus give a point original
view EN, that of a precarious worker ---- Question: Could you tell us the circumstances
and motives of the creation of collective precarious of EN in Haute-Garonne, why did you
feel the need for the creation of this grouping of shape and not the joining structures
existing union (an idea but hey it was good!)?
The Collective precarious of Education 31 was formed in November 2014 at a few. In
Toulouse there was last year a group specifically AVS (auxiliary school life) (2), which
helped to get very slow progress (CDI passage after 5 years of the contract, but almost
always half-time set with 600 euros / month). Our approach is different from that of this
group which, apart from the fact that it is required by the local FSU, is in a sectoral
approach. We have from the beginning emphasized our commitment to group up all kinds of
precarious operated by EN: AED (teaching assistants), AP (teaching assistants), EAP
(teacher of future employment) The AVS / AESH (accompanying disabled students situations),
contractual teachers or interns and co-workers hired under contracts Pole CUI-CAE
Employment (single contract insertion / support contract to use) (3). ..
Today is a big twenties who work mainly in School Life, but teaching assistants
colleagues, teachers or interns AVS have recently joined us. I also note that the
movements are beginning to rise in the CLEA (animation in kindergartens and primary
schools). This is one of the first battles on the bottom we must succeed in winning
managing to break the logic of division resulting from the multitude of contracts and
acronyms. We say and we repeat: insecurity is a shared reality beyond our contracts and
our positions. The National Education has used our small hands because we are cheaper than
our contracts and make us temporary staff, flexible and interchangeable. These are
contracts which, in addition to poverty wages, are intended to subdue us. One feels very
fast, institutions colleges and high schools, the hierarchical violence. This is much more
convenient for headteachers to put pressure on staff whose contracts only last a year
(sometimes 6 months renewable twice or four for CUI). Blackmail renewal of the contract is
not always explicit, but one does understand you, especially when you dare to strike.
The question of joining a union has asked several of us. Moreover, some members of the
group are unionized and others have been. But given the current state of trade unionism,
especially the one called "struggle", it became quickly assemble a group that would offer
us more possibilities, including that of organizing ourselves to the base from our
material conditions. It must be said that the unions of Education do not really take into
account the issue of insecurity. Educ SUD and CGT Educ to mention those that are most
"close" to us, speak at the end of the leaflet, as if it were something separate,
sometimes it looks like a postscript ... Of course if unionize home sometimes is the only
solution, at least to be better defended every day on his chest, but even this fact tends
to disappear. One has the impression that they are overwhelmed with the issue of
insecurity which normalizes in the public service in general and in particular the
National Education. They lack a more comprehensive analysis of the development of
precariousness as a constant attack on the working conditions including their own: many
staff positions are not replaced, there is less money and precarious clog the holes ... a
massive strike would precarious way to do great damage. But the union option in the fight
precarious remains the old strategy categorical, mount eg AED collective one hand, AVS
another, falling short in the panels of the division on the grounds that it would make
more visible our claims. But for the moment the question of our demands much revolves
around "no longer be treated like dogs." In other words, no longer be precarious, and here
we touch on a goal that involves a great fuck kick in the humdrum union strikes NE.
Improving our requirements will, we already know, a tough fight and probably very long.
Question: What was the reception of this initiative both from colleagues and the typically
representative structures (board of directors, for example) and in your business, you have
good reception, hostility, indifference? Who joins you when you know the difficulty of
mobilizing and motivating the most vulnerable elements of the wage system in the public
service as much as anywhere else?
At the start of collective creation was announced information Anti-Authoritarian in
Toulouse and elsewhere (IATAA) (4), the collective AVS 31 and some trade unions (SUD Educ,
CGT Educ and CNT). Frankly, there has been relatively little consideration. Several
possible causes for this: it is not yet visible enough, the political line we defend is
not suitable (in terms of CGT Educ and AVS is pretty sure), it takes us for buffoons ...
In short, where it is most intervened it was during the various weekly strike days before
the Christmas holidays and the week of the season.
As part of the establishments where one experiences the reform REP / REP + Bellefontaine
College (district of Grand-Mirail) initiated a 3-week strike (to request the necessary
resources for the implementation of this reform). Meanwhile Toulouse certain schools were
also fight (especially Empalot, a popular neighborhood) on the same issues of educational
priority. The strike of Bellefontaine was significant in two respects: 1 / claim strikers
of Bellefontaine college (about 75%, school life included) was that precarious personal
are no longer excluded from the premium device at which only holders are entitled ( about
100 euros per month). 2 / The strikers have called for a local day strike with
between-school assembly in the morning. Which on the form was not seen for many years.
These AG where there were up to 120 strikers gathered, have to continue the strike every week.
Regarding the precarious is on this occasion that many of us met. On the merits, even if
it was complicated, these strikers AG (held each day of strike morning) indicated a
willingness to mobilize beyond priority education. By this mouse hole that the issue of
insecurity was brought in this movement. Again, the issue of insecurity is always
addressed separately. It is (in fact) carried by the precarious themselves. On the bottom
it makes sense, but in the moment of the struggle, our small number of strikers forces us
to rely on active solidarity holders colleagues. And in fact, these colleagues speak very
little since the precariousness affects indirectly ...
This is one of the most difficult lines to move in the strikes of EN. We sincerely believe
that insecurity is the central issue. We will not see breaking carrier struggle in
education without addressing them. And I'm not saying this because I myself am precarious.
The problem is of course how to successfully mobilize as precarious. From the outset it is
clear that many members of the group are very isolated in their vis-à-vis hutch
colleagues. Unfortunately. Fighting against his precarious condition does not
automatically make sense, that's especially true for colleagues whom this is an extra job
perfectly useful and temporary because they are students. And then there are the others
... The fear of losing his meager livelihood and having to face the hierarchy are part of
the explanation. But not that. There was also the isolation, the extreme lack of
solidarity holders colleagues, including union members, who let us in our daily crap. This
pervasive disregard in which it was in the best compassion at worst indifference and
hostility does not inspire confidence in the collective. From a practical point of view,
it is difficult to establish a daily solidarity among members of a school life. This is
partly due to the nature of our work. One is (almost) not associated with educational or
teaching project for lack of means. Our function is hardly more than repressive. We are
here to make sure no kid gets hurt or shout at them. The moments when one can make the
assumption or listening are increasingly rare. This type of degraded and degrading job
does not help to solidarity. Because it feels not attached and we will work shuffled.
There is also a real ignorance of our rights. Even if we do not many and when the claims
can pass for pain in the ass, which can quickly become exhausting. Any absence authorized
by the texts must be defended in the face of leaders who are deliberately playing on the
blur and the ignorance of our rights. It is also one of the substantive work begun by the
precarious angles Collective EN 31 who started a legal committee which aims to offer some
kind of exhaustive catalog of our rights and situations where it is necessary to make the
argued facing the hierarchy. This is one of the aspects of basic self-organization and
immediate self-defense which we are attached.
Question: If I understand correctly, you designing both as a control tool but also
information, as well as a meeting space that would allow each and everyone to regain some
confidence in himself and develop a "culture" of the struggle. Do you have the opportunity
to think about what happened today the wage that is precarious in EN and consider yourself
the question of education in general in capitalism?
For the first part of the question, to be quite honest, we did not really this decline.
For the most part we are "education workers" for too recently (5 years maximum). One
imagines that the conditions have deteriorated, and in the same movement insecurity has
developed. Being insecure, somewhere, is to be in a hurry. In this sense it does not
really undertaken of the normalization of insecurity in EN. I want to tell you what kind
of thoughts should come from the holders them have "signed" for 40 annual payments, and
either saw or will see this deterioration at work. The insecure, the urgency of our
situation forced us from our personal situations, which suffers daily and on which we will
be left with galley colleagues. This type of thinking is obviously necessary, but it is
based currently on shaky that are already activists.
For the second part, reflection is underway. We know, like it or not, we open our mouth or
not, we're just passing in "the shop". Of course we have an opinion on education in
capitalism, everyone has a bit his. But the urgency to fill the bowl takes over. For us,
education in capitalism is all about our employer who gave of personal precarious that
cost less, and whose purpose is to extend this reality, even that cost him even cheaper
... After we can clearly see the link and the impact it has on the educational support of
students especially those who need it most. Any savings made in this sector will
inevitably strengthen social sorting and continue to close the door to a future with a
majority of kids from disadvantaged backgrounds. Even if we announced additional resources
for PWR or PWR +, only a break with capitalism change school and stop to make it a place
of social reproduction. There was never any question that education is an egalitarian
island in an unequal society. You can have lots of great ideas for "another school", the
truth is that we are daily witnesses to the violence and face it we are powerless. Besides
the fact that on our chests, our status deprives us legitimately us venture into the field
of criticism of the school, teaching methods ...
Question: And finally what are your ambitions and prospects for the current year?
If there is no general strike, live happy and have lots of children! It suits you answer?
To contact: collectifprecaire.en31@gmail.com
Thank you masked comrade for his availability and for those who want more there is a radio
show SOUTH Canal that addresses these questions: http: //www.canalsud.net/ precarious -...?
Transcript: Jean Mouloud
(1) It is obvious, and forgiveness for this insult to your intelligence dear reader, that
the words of Comrade not binding on the collective.
(2) AVS / = AESH the school assistants / handicap situations in accompanying students are
in charge of the support and assistance to the education of children with disabilities or
a disabling health disorder in special classes or in regular classes
(3) = AED educational assistants; AP = teaching assistants; EAP = future teacher job, a
device for assisting in workforce development and an important pillar of the reform of
initial teacher training that offers scholarship students the opportunity to turn to the
business of education offering a more professional term and accompanying financially.
National education plans to recruit 18,000 future teacher jobs this year. Obviously wage
conditions are not identical to those of the holder of a real teacher, but the EAP will be
paid slingshot; CUI-CAE = single contract insertion / support contract into employment,
supported employment derived mostly from insertion devices or employment center.
(4) Information Anti Authoritarian Elsewhere in Toulouse and a site against Toulouse
resources (and indeed it is marked above)
http://oclibertaire.free.fr/spip.php?article1646
