Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/20997
Title: Thinking with/through the Contradictions of Social Justice in Teacher Education: Self-Reflection on NETDS Experience
Contributor(s): Takayama, Keita  (author); Jones, Tiffany  (author); Amazan, Rose  (author)
Publication Date: 2017
Open Access: Yes
DOI: 10.14221/ajte.2017v42n4.7Open Access Link
Handle Link: https://hdl.handle.net/1959.11/20997
Fields of Research (FoR) 2008: 130302 Comparative and Cross-Cultural Education
130313 Teacher Education and Professional Development of Educators
Fields of Research (FoR) 2020: 390401 Comparative and cross-cultural education
390305 Professional education and training
390307 Teacher education and professional development of educators
Socio-Economic Objective (SEO) 2008: 9304 School/Institution
Socio-Economic Objective (SEO) 2020: undefined
Abstract: Improving teacher quality has become the hallmark of Australian education reform with a plethora of measures introduced in teacher education to improve future teachers' instructional competencies. This policy focus has also changed the discussion of strategies for addressing disadvantages in schools; improving teacher quality, as opposed to addressing structural inequalities in the system and larger society, has become the "solution." This paper looks at the National Exceptional Teaching for Disadvantaged Schools (NETDS), which aims to channel high performing teacher education students to disadvantaged schools. Using the taxonomy of conservative, liberal and critical approaches to education reform, the paper first identifies the ideological contradictions inherent in the program, and then discusses, drawing on post-qualitative research literature, how the program coordinators negotiated the tensions and the moral/ethical dilemmas as we designed and implemented the program for a group of external students at University of New England.
Publication Type: Journal Article
Source of Publication: The Australian Journal of Teacher Education, 42(4), p. 84-96
Publisher: Edith Cowan University
Place of Publication: Australia
ISSN: 1835-517X
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
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Appears in Collections:Journal Article
School of Education

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