This chapter considers insights from the argument that extend to a broader set of cases, given the global scope of teacher mobilization. It analyzes the shadow cases of teachers in Chile (leftism), Peru (movementism), and Indonesia (instrumentalism) to again demonstrate the crucial importance of union organizations. Finally, it considers avenues for future research on education policymaking, interest representation, and labor politics. A more comparative approach to the study of education is needed in political science to illuminate the different dynamics unfolding in public school systems in countries around the world.

This chapter analyzes the evolution of the Federation of Colombian Educators (FECODE) in the 1980s and 1990s, to show how and why factionalism took hold. It first examines the Pedagogical Movement of the 1980s, a teaching-oriented social movement that reveals a fundamental split between the radical and moderate lefts. This movement sheds light on why the union was initially included in policy negotiations. It then examines broader changes in teacher–state relations that culminated in FECODE’s role in negotiating an education decentralization package that strengthened the national executive committee. The last section analyzes how the political opening contributed to more hierarchical relations and deepening political divisions.

This chapter presents the results of a survey experiment testing cooperation interventions in Lagos. It provides background information on the relatively limited efforts to date to promote police–citizen cooperation in the megacity. The chapter describes the virtual reality–based survey experiment used to test the interventions in which respondents are shown a hypothetical area boy fight from a shopkeeper’s point of view. The results indicate that respondents who viewed the vignettes with an anonymous tip line and the intervention to raise awareness of cooperation support among shopkeepers boosts information sharing. Exposure to co-ethnic police officers in the vignette, however, shows little effect on information sharing. The chapter also discusses the mechanisms through which cooperation support exists despite widespread distrust of the Nigeria Police Force among Lagosians.

This chapter presents the results of a survey experiment testing cooperation interventions in Baltimore. It describes existing efforts in the city to promote cooperation with the police and how police rely on information from witnesses. The survey experiment entails respondents viewing and responding to a professionally produced fictional news report of a shooting with experimental variations to test the various interventions. The results show police encouraging cooperators to call an anonymous tip line (as opposed to a non-anonymous line) as well as creating awareness of cooperation norms both increase information sharing. The police commander portrayed in the news report being the same race as the respondent does not change the amount information that they are willing to share. The chapter also discusses the mechanisms of how support for cooperation exists in Baltimore despite distrust of the police.

This chapter theorizes how interventions employed by police and community safety advocates might promote cooperation. The evaluation focuses on two interventions that plausibly reverse cycles of silence: facilitating cooperator anonymity to reduce the risk involved in information sharing and creating awareness of support for cooperation to strengthen the perceived norms favoring information sharing. Given that these interventions do not address distrust in the police, which places a ceiling on cooperation support, the evaluation also includes the trust-based intervention of exposing citizens to police officers of the same race or ethnicity. The chapter concludes with enumerating principles that should be considered when evaluating the appropriateness of implementing interventions to promote cooperation.

This chapter shows how a hierarchical organization and a dominant faction were crucial prerequisites for the strategy of instrumentalism. The union’s hierarchical structure enabled it to mobilize teachers in elections and a dominant faction enabled negotiations with political parties from across the ideological spectrum. The last section analyzes the political backlash against instrumentalism in 2013, which resulted in leadership turnover and policy changes that weakened the union overall. Despite this backlash, however, the union’s internal organization remained largely intact and union leaders continue to be ideologically flexible, in line with the main argument in this book.

This chapter explains the motivation for the study. A stark reality is that states often fail to provide justice in many communities enduring criminal group violence. Deaths from criminal group violence roughly equal deaths from war between states, intrastate conflict (namely, civil war and insurgency), and terrorism combined. Moreover, criminal group affiliates who engage in the violence do so with near impunity in many communities. Criminal groups’ ability to escape accountability means that these communities face what I term vacuums of justice. The chapter goes on to argue that justice provision is a core responsibility of the state and, by failing in this regard, states shirk one of their raisons d’être (reasons for existence) under the social contract. The chapter’s final section explains the link between justice provision and cooperation with the police, positing that the police’s reliance on information from witnesses often makes cooperation a necessary albeit insufficient linchpin for justice provision.

This chapter provides an overview of the book. It presents the outcome of interest: the political strategies of teachers or the different ways that teachers mobilize in politics. These strategies are referred to as instrumentalism (strategic alliances), movementism (recurrent protests), and leftism (alliances with left parties). The chapter explains the significance of these strategies in relation to the labor movement and education politics, and it introduces the main argument. This chapter shows that examining the ways in which teachers mobilize in politics helps to shed light on normative questions about how they shape education policy and democratic governance.

The Introduction previews cycles of silence theory, which seeks to explain how criminal groups constrain citizen cooperation with the police. The Introduction focuses on laying out the book’s central contributions. Theoretically, the book provides a new explanation for how criminal groups prevent cooperation with the police, highlighting the role of their violence in suppressing perceived norms favoring cooperation. The theory speaks to the political science literatures on state-building, political conflict, and criminal governance as well as literatures from other social science disciplines including criminology. Methodologically, the study bridges research divides between the Global North and Global South by testing the theory in both regions. The study also employs realistic survey experiments including a virtual reality–based survey experiment. Finally, the Introduction puts the study into perspective: While the book’s focus may be centered around the effect of violence, the violence should not be interpreted as a defining feature of communities that endure criminal groups.