Source: Asia-Pacific Journal of Teacher Education, Volume 41, Issue 1, 2013, pages 111-122
In this discursive and wide-ranging article, the author wants to:
(1) to interrogate the conditions that led to, and continue to wreak havoc as a result of, the Global Financial Crisis (GFC), and that underpin current policy approaches to teacher education in Australia and other western countries; and
(2) to move in the direction of puncturing the status quo by proffering an alternative orientation to teacher education deriving from some of his own research that is informed by what he is calling the Socially Just School.
The author argues that teacher education could benefit from moving away from the ideological conditions that have produced the GFC and instead be informed by an approach to schooling around notions of social justice.