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DOI

10.14221/ajte.2006v31n1.2

Abstract

Australia has a long history of what has been pilloried as ‘cultural cringe’, and of bemoaning its isolation from ‘overseas’ developments. In recent years, the valuing of ideas and practices from elsewhere has been transformed under the rubric of ‘world best practice’ within a global economy and culture, both in political discourse generally, and in a raft of reports on the need for reform of teacher education in particular (see Vick, 2006a). Here, I document overseas borrowings in the form of texts in teacher education during the first half of last century, focusing on teachers colleges in Sydney, Melbourne and Adelaide.

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Link to publisher version (DOI)

10.14221/ajte.2006v31n1.2