Australian Journal of Teacher Education
Abstract
Neoliberal education reforms have altered the way social justice is imagined in relation to schooling. These reforms reframe social justice as ‘equity’ through conceptions of standards, evidence and teacher quality, while detracting attention from the moral and political dispositions required for socially-just teaching. Knowing more about how this context may be shaping the beliefs of pre-service teachers (PSTs) is important. This paper reports on beliefs about educational disadvantage of a group of PSTs about to embark on a specialised program in Australia designed to promote socially just schooling outcomes. 24 PSTs across two cohorts completed a survey prior to entering the program designed to illuminate their motivations and beliefs around disadvantaged schools and children. The findings highlight how PSTs’ beliefs are shaped by the neoliberal policy context and provides recommendations for teacher educators wishing to recover stronger notions of socially just teaching.
Was this research funded?
Yes, research was funded
Recommended Citation
Charles, C. E., Longaretti, L., & Thomas, M. K. (2024). Australian Pre-Service Teachers’ Beliefs About Educational Disadvantage and Socially Just Teaching: Beyond a Neoliberal Imaginary?. Australian Journal of Teacher Education, 49(6). https://doi.org/10.14221/1835-517X.6381
Included in
Educational Sociology Commons, Other Teacher Education and Professional Development Commons, Social Justice Commons