The Value of International Solidarity

by Daniela Melo (she/her), Child and Youth Worker, District 12, Toronto and Vice-President of the Professional Student Services Personnel (PSSP) Bargaining Unit

In an era marked by growing challenges to public education, the 16th Trinational Conference in Defense of Public Education convened on November 8-10, 2024, in San Antonio, Texas. Bringing together approximately 130 delegates from Canada, the United States, Puerto Rico, and Mexico, the event was a clarion call for unity in addressing the ongoing threats to public education and fostering innovative solutions. Among the participants was a robust delegation from OSSTF/FEESO, representing a diverse array of educational professionals dedicated to this vital cause.

The Trinational Coalition in Defense of Public Education is a grassroots organization that emerged in the 1990s, driven by a collective concern over the privatization and neoliberal reforms of public education systems in North America. It was created as a response to increasing pressures to commercialize and standardize education in the United States, Canada, and Mexico, particularly following the implementation of the North American Free Trade Agreement (NAFTA) and other trade agreements which affected public services and education policies.

The coalition was formed to unite educators, activists, and civil society organizations from these three countries in the common struggle to protect public education. Its main goal is to advocate for equitable, quality public education free from privatization and corporate influence. The coalition aims to bring together local, national, and international voices to raise awareness about the impacts of market-driven education policies, which often prioritize profit over the needs of students and educators.

The coalition organizes conferences, forums, and campaigns, fostering solidarity among education workers across borders. It also works to influence policy at both the national and international levels by lobbying governments and collaborating with unions, social movements, and educational organizations. Over time, the coalition has contributed significantly to the global dialogue on the importance of defending public education as a fundamental right, emphasizing the need for democratic control, equal access, and social justice in educational systems.

Over the years, unions from other countries have participated in coalition activities, including those from Puerto Rico, the United Kingdom, and many from Central and South America, where public education continues to be under threat from corporate forces and are subject to government underfunding.

Sharing and reflecting on our collective resolve to defend public education

The OSSTF/FEESO delegation arrived in San Antonio Texas during a charged political moment. For me as a racialized Latin American, and Spanish speaking woman, it was both unsettling and eye-opening. The city, with its progressive values and strong ties to immigrant communities, would understandably feel the weight of such a shift in leadership.

Donald Trump’s policies, particularly during his first term as president, had already caused profound impacts on border communities, from increased deportations to family separations, creating lasting scars. Our hosts, the San Antonio Alliance, opened with remarks reflecting the fears, struggles, and ongoing fight they face to protect their students, communities, and jobs.

This was a space where educators from the United States, Canada, Mexico, and Puerto Rico shared core values, lived experiences, and insights into what is—and isn’t—working in their sectors. The Trinational served as a hub for support and growth grounded in empathy, dialogue on curriculum decolonization, and decolonizing leadership—while affirming education as a civil right across North America and the Caribbean.

Common patterns and stories emerged that affected our respective public sectors. All of them had a familiar theme such as standardized testing, neoliberal ideas of budget austerity, erosion of public services, limitations placed upon public education systems, and a drive to privatize not just education but anything that belongs to public entities. We witnessed the rise of business models in education—from elementary to post-secondary—and the silencing and removal of pedagogical autonomy from the classroom. We saw the emergence of business models of education from elementary to post-secondary education, and the silencing and removing of pedagogical of autonomy from the classroom.

OSSTF/FEESO representatives visited Brackenridge High School, located in one of the city’s seventeen school districts. Brackenridge was not only inspiring but was a testament to the power of culturally relevant education. The emphasis on integrating heritage, culture, and language into the curriculum through the Mexican American Studies (MAS) program speaks volumes about the commitment of educators to uplift and empower their students. By centring the identities and histories of Chicano and Mexican American communities, the school is fostering a sense of pride, belonging, and purpose among its students. The transformative power of culturally relevant education impacts how students see themselves in the world they live in—serving as a form of curriculum decolonization. Brackenridge High School is the forefront of such important culturally relevant information. This is the fight public school teachers and education workers in San Antonio, in southern United States, are leading through their work in cultural competency.

“Your fight is our fight”

The theme of solidarity, “your fight is our fight,” underscores the interconnected struggles faced by educators and activists across borders. For example, the insights from the Chicago Teachers’ Union delegation were powerful, as it drew attention to the shared challenges in public education: underfunding, erosion of pedagogical autonomy, and the persistent attack on trade union rights. Parallel experiences shared by educators in other jurisdictions in the United States, as well as Canada, Mexico, and Puerto Rico were a sobering reflection of how the neoliberal agenda seeks to undermine the public good, weaken union strength, and marginalize progressive voices. The erosion of pedagogical autonomy—replacing culturally responsive teaching with standardized and profit-driven models—is particularly alarming, as it strikes at the heart of equitable education.

The OSSTF/FEESO delegation reinforced the necessity of political engagement to protect public education in Ontario. There are strategies and lessons to be learned from other delegations at the conference that OSSTF/FEESO Members can apply to their advocacy efforts in Ontario.

The Trinational conference’s focus on cross-border solidarity emphasizes the profound interconnectedness of struggles in public education across North America. By bringing together teachers, education workers, academics, community groups, organizations, and activists from Mexico, Canada, Puerto Rico, and the United States, the conference highlighted how the defence of public education serves as a cornerstone for democratic societies.

Sharing strategies to combat the global trends of privatization, erosion of union rights, and attacks on educational autonomy showcases the importance of collective action. Public education is not just a local issue but it is part of a broader fight against neoliberal policies that threaten equitable access to education and the very fabric of democracy.

This collaborative effort was a powerful reminder of the shared responsibility educators and activists hold in resisting these pressures.

Sam Brad of Drawing Change created live visual illustrations that captured key ideas, hopes, and strategies discussed throughout the conference.

Reflections on the Mexican experience

The lived experiences shared by Mexican delegates were a sobering reminder of the sacrifices educators have made in the fight to protect public education, particularly in rural and Indigenous communities. The atrocities endured by Mexican educators—jailing, torture, disappearances, and even murder—highlighted the lengths oppressive governments have gone to in silencing advocates for equitable education. These harrowing accounts underscored how education is not merely a service but a profound act of resistance and empowerment, especially for marginalized populations.

The commitment of Mexican educators to preserving Indigenous culture and expanding access to education is indeed a vital and inspiring effort. By embedding cultural heritage into curriculums, they are not only preserving traditions and languages but also fostering pride and identity within Indigenous communities. This work exemplifies how education can serve as a tool for decolonization, challenging centuries of removal and marginalization. This alignment with global movements to centre Indigenous voices highlights the universal importance of education as a vehicle for equity and justice. When education systems prioritize cultural relevance and accessibility, they don’t merely teach facts—they validate histories, foster identity, and cultivate a sense of belonging for communities. Reclaiming narratives and actively challenging systems of oppression shape democratic societies. The ripple effect of this work extends beyond classrooms, influencing broader societal attitudes and policies. By ensuring education reflects all people’s histories, values, and identities, these efforts contribute to dismantling systemic inequalities and building more inclusive, empathetic societies.

Members of the Canadian delegation representing the provinces of British Columbia, Ontario, and Quebec.

OSSTF/FEESO delegation to the 16th Trinational Coalition Conference in Defense of Public Education, held in San Antonio, Texas, from November 8-10, 2024.

Over 100 delegates from Canada, the United States, Puerto Rico, and Mexico came together to share strategies, build solidarity, and defend the future of public education. The delegations comprised educators, students, union organizers and community leaders.

 

The value of international solidarity

The Trinational conference has profoundly been a transformative experience, one that reaffirmed the importance of solidarity in the fight to protect public education. The shared vision among nations—despite unique identities and challenges—demonstrates the universal value of public education as a cornerstone of equity, democracy, and social justice. This unity in purpose, cutting across borders and cultures, underscores the power of collective action against the harmful effects of neoliberal agendas that have destabilized education systems globally.

The acknowledgment and gratitude expressed by all delegations toward OSSTF/FEESO representatives such as Domenic Bellissimo (former Associate General Secretary, Professional Services) and Gary Fenn (former Director, Communications/Political Action) illustrate the significant and lasting contributions Canadians have made to this coalition. It’s a testament to how OSSTF/FEESO’s commitment to international solidarity resonates across borders, inspiring and strengthening the global fight for public education.

This conference has clearly reinforced the necessity of standing firm, even in uncertain times, to defend the values that underpin democratic societies. As a proud OSSTF/FEESO Member it was an honour to see the legacy that our Federation continues to leave within the Trinational Coalition in Defense of Public Education.