@inbook{08023d3945da4decb582c86d4836e4fb,
title = "Re-thinking teacher quality in high-poverty schools in Australia",
abstract = "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{\textquoteright}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 find a place within the current discourses of quality teaching and its preoccupations with standards, accountability, and high-stakes testing.",
keywords = "Education: equity, Economy, Initial teacher education, Educational disadvantage, High-poverty schools, Social justice",
author = "Bruce Burnett and Jo Lampert",
year = "2016",
doi = "10.1007/978-3-319-21644-7_3",
language = "English",
isbn = "9783319216430",
series = "Education, Equity, Economy",
publisher = "Springer",
pages = "51--72",
editor = "Noblit, {George W.} and Pink, {William T.}",
booktitle = "Education, Equity, Economy",
edition = "1st",
}