DÉCIMO OCTAVA DISPOSICIONES GENERALES.

We now have a clearer understanding of the extensively used notion of solidarity. Moreover, we have perhaps identified elements of empathy, reciprocity, shared identity and common cause, all in the face of injustice, as some of its central planks. Consequently, examination of previous research studies and any academic literature that has attempted to explore solidarity through trade union learning is requisite. The literature pertaining to solidarity education is, as ever, scant, yet it does at times contain a thematic glimpse of the perspectives and experience of grassroots workers and their learning providers. It is important to capture within this thesis the voices of grassroots trade union members and other worker experiences as it is held that they are a barometer of any bottom-up understanding and development of solidarity formation. Inevitably and inextricably worker experiences, personal reflections and meaning-making are linked to encounters with neo-liberal globalisation, mass mobilisation, a collective sense of justice and equity, and personal learning and development, be it formal or informal. As such, a broadly encompassing overview of the research literature in this field is offered, presenting themes of active worker solidarity, labour education programme delivery, the impact of globalisation upon workers in their communities, the voices of worker learning experiences, and the extant UK survey data.

Castree (2000) offers us an interesting contemporary starting point with his literature on the 1995-1998 Liverpool dockers’ dispute and the viewpoint of grassroots workers involved in that particular labour struggle. Examining issues from the discipline of labour geography Castree suggests the need for a better understanding of the multi-scalar dynamics involved within the arena of global labour solidarity, emphasising the organic and ‘bottom up’ nature of that dispute. Whilst focussing primarily upon aspects of the notion and experience of solidarity formation, worker learning experiences were also explored. Contemporaneously, Wills’ (1998) writings and research voices speak of paradoxes involved within international labour solidarity development as trade unions look both outwards to challenge the world-wide political

economy yet instinctively retreat inwards when facing the challenges of globalisation.

A further exception to the paucity of material in this arena is that of Ryland (2007) who in an effort to capture grassroots and branch level trade union voices in the context of labour internationalism undertook research into the experiences of UNISON members subsequently analysing the findings within a conceptual framework of international labour and global civil society theorising. Whilst capturing a rich diversity of viewpoints, Ryland’s findings also encountered a degree of both lack of knowledge amongst grassroots members as well as some clear hostility within entrenched parochial attitudes. Although the role of union education and learning did not feature extensively within Ryland’s work, some data was collected. This related to the motivational power and sense of solidarity formation inherent within learning about what other workers experience in other countries and what can be learnt from union internationalism sharing its successes and failures. Similarly, Brown and Yasukawa’s (2010) work explored the commitment towards and values held in relation to union education in Australia. This was examined through the responses of senior education officials within several unions, all within the context of the growing complexity of contemporary unionism facing the consequences of neo-liberal ideology and the need for greater global solidarities.

Although very limited, empirical findings relating to the impact of forces of globalisation upon workers and UK communities do exists. In addition to Garrett et al’s semantic findings (2006) and taxonomic approach, the work of Mackinnon et al (2011) is of relevance with reference to their investigations into the relationship between globalisation and its impact upon workers and their local communities. This wide ranging study found that far from being in a position to take advantage of the empowering opportunities that many ascribe to processes of globalisation, the communities explored found some individual and community experiences to be marginalising and far from empowering, with a patchy and uneven distribution of any potential benefits within global economic flows. The MacKinnon et al study focussed predominantly upon

what may be termed the structural ‘mechanics’ of globalisation before that of any underlying ideological dimensions.

With regard to the literature and research findings being explored here, existing worker voices can be found and drawn upon through, for example, the work of Ross et al (2011) and their examination of the learning journeys undertaken by trade union members, some of whom expressed views that “the only way we can compete in Europe, never mind the world, is if we educate our youngsters” (Ross, 2011:18). Glimpses of worker experiences in relation to global forces may also be gleaned from narratives found in such powerfully written accounts as ‘The Goose That Laid the Golden Egg’ (WLRI, 2009) in which the voices of its ULR contributors cannot escape the local, national and global political and ideological influences impinging upon their thinking and activism. Their collective response to Mcllroy’s (2008) assertion that ULRs are New Labour created neo-liberal policy instruments, simply “surrogates for social partnership and collective bargaining” (2008:305), is of noteworthy analytical interest.

Contemporary literature surrounding worker experiences of identity within a globalised world subject to the dominant neo-liberal ideology is available (Kirk, 2010) and within Moore’s (2011) exploration and examination of evolving self- perceptions of social identity and class awareness a theoretical and empirical framework can be found for locating and contextualising the place of her respondent’s voices within contemporary trade unionism. Differences in the degree of emphasis and resource allocation that unions place upon global issues is expected to emerge within this thesis and unions that invest in exploration of the experiences of their grassroots members (Ryland, 2007) and perhaps subsequently continue to invest heavily in related learning programmes may well become apparent within any findings.

Lastly, as discussed earlier, in terms of structuring and categorising an understanding of the practical applications of solidarity, Salt et al (2000) provide a wide ranging comparative study that sits in close proximity to the area under study in this thesis. They examined the content of ten worker

education programmes; three in the United States, three in Europe and four in the Majority World. Salt at al employ Johns’ (1998) taxonomic approach as a framework for analysis and assessment. Trade union members involved in the planning and delivery of worker education programmes involving globalisation were interviewed and the findings categorised within either ‘accommodatory’ or ‘transformatory’ approaches. Whilst capturing the views of education providers, in contrast to this thesis, learners themselves were not however selected for interview. This small body of literature is complemented and updated by explorations of the impact of certain trade union educational approaches in three Eastern European countries since the fall of communism in 1990 (Croucher, 2004).