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Reframing social justice : Tensions experienced by novice teachers in an era of high-stakes accountability
Burnett, Bruce Lampert, Joanne
Burnett, Bruce
Lampert, Joanne
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Abstract
This paper focuses on specific tensions in relation to social justice and education, addressing the research question: How do early career teachers within high poverty schools reconcile their beliefs about social justice in the light of recent pressures put upon them to produce test-based outcomes for their students? The paper is underpinned by research on teacher education targeting poverty (Cochran-Smith & Zeichner, 2005) as well as critical analyses of what is now counted as equity and social justice, and how these changes are measured and re-articulated (Lingard, Sellar and Savage 2014). The theoretical positioning of the paper situates equity/social justice as mediated by a range of social, cultural and organizational contexts within high poverty schools.
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Date
2016
Type
Conference paper
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Book
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1-8
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ACU Department
School of Education
Faculty of Education and Arts
Faculty of Education and Arts
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All rights reserved
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