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Re-thinking teacher quality in high-poverty schools in Australia
Burnett, Bruce Lampert, Jo
Burnett, Bruce
Lampert, Jo
Author
Abstract
As is the case globally, Australian schools that serve high-poverty communities most often employ the least experienced, least prepared teachers. Beginning with a discussion of poverty in Australia this chapter draws on 6 years of learnings from Australia’s National Exceptional Teachers for Disadvantaged Schools [NETDS] program to examine how social justice can be taught within a mainstream Initial Teacher Education program in an increasingly neoliberal climate where teacher education curriculum around social justice struggles to fi nd a place within the current discourses of quality teaching and its preoccupations with standards, accountability, and high-stakes testing.
Keywords
education: equity, economy, initial teacher education, educational disadvantage, high-poverty schools, social justice
Date
2015
Type
Book chapter
Journal
Book
Education, Equity, Economy: Crafting a New Intersection
Volume
1
Issue
Page Range
51-72
Article Number
ACU Department
School of Education
Faculty of Education and Arts
Faculty of Education and Arts
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Relation URI
Source URL
Event URL
Open Access Status
License
File Access
Controlled