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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.


School of Education

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Book Chapter

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