Re-thinking teacher quality in high-poverty schools in Australia

Bruce Burnett, Jo Lampert

Research output: Chapter in Book/Report/Conference proceedingChapter (Book)Researchpeer-review


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 find a place within the current discourses of quality teaching and its preoccupations with standards, accountability, and high-stakes testing.
Original languageEnglish
Title of host publicationEducation, Equity, Economy
Subtitle of host publicationCrafting a New Intersection
EditorsGeorge W. Noblit, William T. Pink
Place of PublicationCham Switzerland
Number of pages22
ISBN (Electronic)9783319216447
ISBN (Print)9783319216430
Publication statusPublished - 2016
Externally publishedYes

Publication series

NameEducation, Equity, Economy
ISSN (Print)2364-835X
ISSN (Electronic)2364-8368


  • Education: equity
  • Economy
  • Initial teacher education
  • Educational disadvantage
  • High-poverty schools
  • Social justice

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