This chapter begins with a vignette about teachers in Kentucky organizing during the broader national movement in the spring of 2018. The uprising in that state was provoked by then-governor Matt Bevin’s attempt to force through teacher pension reforms as part of a sewerage bill at the 11th hour of a legislative session. As teacher activists began mobilizing against the reforms, organizing several walkouts and marches on the state capitol, the governor scolded them for having the temerity to cancel classes, declaring: “I guarantee you somewhere in Kentucky today a child was sexually assaulted that was left at home because there was nobody there to watch them.” Outrage over these remarks spurred thousands more into the streets in subsequent rallies. I then introduce the following core arguments of the book. Firstly, by organizing a broader public of affected parties, including parents and community members around schools—both online and offline—I contend that the teachers’ movement has marked the beginnings of a broader sectoral shift toward social movement unionism, particularly in Chicago, where the militant CORE slate has now presided over the CTU for a decade. Secondly, as a result of this shift in organization, I argue that the teachers’ movement constitutes a discursive and pedagogical intervention against the metric-driven neoliberal logics that have been effectively codified into law via successive reforms promulgated at all levels of government. Thirdly, by engaging with critical theorists in the domain of media and cultural studies, this book offers a framework for understanding the interplay between education and other cultural institutions in the constitution of the prevailing hegemonic consensus.