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A small survey examines how these values shape understandings and how participants justify their reception of neoliberal education reforms. 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Teacher Education  \n\n| Volume 42 | Issue 9 | Article 8 |\n| --- | --- |\n\n2017  \nHow Ideological Differences Influence Pre-Service Teachers’ Understandings of Educational Success  \nJustin Sim  \nMonash University, Australia, [sim9668@hotmail.com](sim9668@hotmail.com)  \nRecommended Citation  \nSim, J. (2017). How Ideological Differences Influence Pre-Service Teachers’ Understandings of Educational Success. Australian Journal of Teacher Education, 42 (9).  \n[http://dx.doi.org/10.14221/ajte.2017v42n9.8](http://dx.doi.org/10.14221/ajte.2017v42n9.8)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol42/iss9/8](http://ro.ecu.edu.au/ajte/vol42/iss9/8)  \nAustralian Journal of Teacher Education  \nHow Ideological Differences Influence Pre-Service Teachers’Understandings of Educational Success  \nJustin Sim  \nMonash University  \nAbstract: This paper explores how popular ideological discourses  \nwithin public policy are influencing the views and practices of pre  \nservice teachers at a university in Melbourne. The research began by examining how educational success has been historically understood by individuals vis-à-vis government discourse. Three values and four corresponding ideological positions were used to create a theoretical  \nframework. The researcher then surveyed a small cross-section of  \npre-service teachers to investigate how these values contributed to  \ntheir understandings of educational success, and how these  \nunderstandings were used to justify their receptions of neoliberal  \nreforms in education. The data shows that democratic equality was  \nthe most influential value in participant understandings of  \neducational success. However, attitudes and justifications towards the  \nreforms diverged significantly, suggesting that these values were  \nbeing positioned differently in discourse. The results were then  \ncritically analysed with reference to the theoretical framework. The  \npaper concludes with a discussion of potential implications for  \npolicymaking in teacher education, and highlights the importance of  \npreserving the intellectual autonomy of pre-service teachers as they  \nenter the profession.  \nKeywords: Pre-Service Teacher Education, Education Policy, Philosophy of Education, Foucault  \nIntroduction  \nContemporary societies that have undergone globalisation are arguably more“cosmopolitan” and interculturally “competent” than ever before (Rizvi & Lingard, 2010, pp. 174-175) . This, however, does not lead to the legitimation of multiple value systems within education policy – on the contrary, there is mounting evidence that the reverse has occurred over the last two decades or so (Ball, 1990; Whitty, 1985; Rizvi & Lingard, 2010) . The most influential doctrine to emerge in recent years has been that of economic competitiveness in an increasingly commoditised education market, spawning a neoliberal imaginary that interprets values through a positivist lens (Rizvi & Lingard, 2010). This has fundamentally altered the general aims of education. Gone, argues Lyotard (1984, p. 49), is the “great task” of humanist“emancipation” and the acquisition of knowledge for its own sake. In its place, a new brand of economic fundamentalism now dictates policymaking, with the goal of optimising contributions to the “performativity” of the social system (ibid., p. 48) . These changes affect both individuals and institutions in disparate ways: while certain segments of society may profit greatly, others find themselves disenfranchised by this pervasive ideology (Rizvi & Lingard, 2010) .  \nVol 42, 9, September 2017 125  \nAustralian Journal of Teacher Education  \nHistory tells us, however, that education cannot be reduced to a mere numbers game, and comprises more than just the “delivery” of skilled workers into the labour market (Daniels, Lauder & Porter, 2012, p. 2) . Classical and pragmatist schools of thought recognise the importance of educating for democracy and social progr","cbCaio7su7vIX0uj","https://ap.wps.com/l/cbCaio7su7vIX0uj","pdf",398751,18,"English","# Introduction\n# Literature Review\n## Policy Texts as Value Discourses","[{\"question\":\"What does the paper investigate about pre-service teachers and educational success?\",\"answer\":\"It examines how ideological discourses in public policy influence how pre-service teachers understand “educational success” and how those understandings shape their attitudes toward neoliberal reforms.\"},{\"question\":\"How is the theoretical framework constructed in the study?\",\"answer\":\"It uses three values and four corresponding ideological positions to create a framework explaining ideological positions shaping value discourses in education policy.\"},{\"question\":\"What is the key finding about the most influential value?\",\"answer\":\"The data shows that democratic equality is the most influential value in participants’ understandings of educational success, though attitudes toward reforms differ significantly.\"}]","Australian Journal of Teacher Education - Issue 9 - How Ideological Differences Influence Pre-Service Teachers’ Understandings of Educational Success | PDF",1792077876,45]