Seeking to teach equitably: Australian teacher education in a globalised world

Elizabeth Granite, David Saltmarsh

    Research output: Contribution to journalArticlepeer-review

    Abstract

    The aim of this paper is to examine how global developments in education have altered the emphasis given to concerns of social equity. We begin this paper by examining globalization, the changes that globalization have imposed on teacher education, and the positioning of education management, education policy and social justice within these contexts. Next, we examine the ways in which globalisation and neo-liberalism, driven by the notion of ‘teacher quality’ and an increased reliance on standardised tests, have affected teacher education internationally, as well as in Australia, and the influence this has had on equity agendas. Following this, we examine socially just pedagogical strategies that might be used to serve diverse student bodies. As noted by Reay,‘Bernstein asserted that “education cannot compensate for society”, but schools that aspire to be “incubators of democracy” have a moral duty to try’ (2011, 2).
    Original languageEnglish
    Pages (from-to)1-11
    Number of pages11
    JournalInternational journal of global education
    Volume4
    Issue number1
    Publication statusPublished - 2015

    Keywords

    • globalisation
    • social justice
    • epistemological equity
    • inquiry-based learning

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