Philadelphia’s teacher-led activist group, the Caucus of Working Educators, has displayed shifts in how it frames the central
problems facing public education since its emergence in 2014. Initially, the organization tended to advance the notion that
neoliberalist discourses and values were primarily responsible for “education reform” effects, including underfunded schools and
districts, shrinking public school districts, and the privatization of formerly public aspects and services of schooling. Over its
first four years of life, however, the organization has increasingly integrated critiques of structural racism in how it frames such
issues in public education. This article asks: How do teacher Caucus members employ neoliberalist and structural racism
problem frames within their activist teacher organization? I show how members have increasingly centred racial justice concerns,
and argue that organizational strategy concerns and the desire to push the organization to align more tightly with specific ethical
concerns have driven this transformation process.