[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-594268-105":59,"doc-detail-594268-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","australian-pre-service-teachers-beliefs-about-educational-disadvantage-and-socially-just-teaching-beyond-a-neoliberal-imaginary","Australian Pre-Service Teachers’ Beliefs About Educational Disadvantage and Socially Just Teaching: Beyond a Neoliberal Imaginary?","","Neoliberal education reforms reshape social justice in schooling by reframing it as “equity,” emphasizing standards, evidence, and teacher quality while sidelining the moral and political dispositions required for socially just teaching. This paper examines how such policy contexts influence the beliefs of 24 Australian pre-service teachers enrolled in the Access Quality Teaching program. Survey findings show how neoliberal policy shapes beliefs and inform recommendations for teacher educators.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/australian-pre-service-teachers-beliefs-about-educational-disadvantage-and-socially-just-teaching-beyond-a-neoliberal-imaginary/594268/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/australian-pre-service-teachers-beliefs-about-educational-disadvantage-and-socially-just-teaching-beyond-a-neoliberal-imaginary/594268.png","ImageObject",300,407,{"name":92,"@type":93},"Kurz","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-19","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the paper argue about neoliberal education reforms and social justice?","Question",{"text":112,"@type":113},"It argues that neoliberal reforms reframe social justice as “equity” through standards, evidence, and accountability, diverting attention from the moral and political dispositions needed for socially just teaching.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the study investigate the beliefs of pre-service teachers?",{"text":117,"@type":113},"The study uses a survey administered to 24 pre-service teachers across two cohorts upon entry to the Access Quality Teaching program.",{"name":119,"@type":110,"acceptedAnswer":120},"What is the Access Quality Teaching (AQT) program designed to do?",{"text":121,"@type":113},"AQT aims to prepare high-performing pre-service teachers to work in schools where they are most needed, emphasizing study of the curriculum through the lens of educational disadvantage.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594268,1792167559,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},2336478945635,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Australian Pre-Service Teachers’ Beliefs About Educational Disadvantage and Socially Just Teaching: Beyond a Neoliberal Imaginary?  \nClaire E. Charles  \nLynette Longaretti  \nMatthew K.E. Thomas  \nDeakin University  \nAbstract: Neoliberal education reforms have altered the way social justice is imagined in relation to schooling. These reforms reframe social justice as ‘equity’through conceptions ofstandards, evidence and teacher quality, while detracting attention from the moral and  \npolitical dispositions required for socially-just teaching. Knowing more about how this context may be shaping the beliefs ofpre-service teachers (PSTs) is important. This paper reports on beliefs about  \neducational disadvantage of a group ofPSTs about to embark on a  \nspecialised program in Australia designed to promote socially just schooling outcomes. 24 PSTs across two cohorts completed a survey prior to entering the program designed to illuminate their motivationsand beliefs around disadvantaged schools and children. The findings highlight how PSTs’beliefs are shaped by the neoliberal policy context and provides recommendations for teacher educators wishing to  \nrecover stronger notions of socially just teaching.  \nIntroduction and Background  \nPolicy makers’ neoliberal education reforms have altered the way social justice is imagined in relation to schooling. These neoliberal reforms reframe social justice as ‘equity’through conceptions of standards, teacher quality and accountability, while detracting attention from the moral and political dispositions required for socially-just teaching. As Lingard et al. posit “the proliferation of testing and new data-driven accountabilities has changed what counts and what is counted as social justice in education”(2014, p. 710). They refer to this as a rearticulation of “social justice as equity in schooling policy” and they explore how earlier notions of social justice have “given way to weaker conceptions of equity as fairness in a meritocratic society”(p. 712) highlighting that these reforms sideline attention to broader structural inequalities that impact on educational opportunity.  \nThese reforms are global, and they have had significant impact on the way equity is framed in Initial Teacher Education (ITE) (Cochran-Smith & Keefe, 2022) . As Mills and Lingard (2023) have argued, the current context has eroded many of the previous features of ITE courses that may have explicitly focused on social justice such as sociology of education units. Despite this context, educational and political scholars continue to argue for ‘strong’ or‘thick’ notions of justice, equity and democracy in ITE (Lampert & Browne, 2022; Riddle & Apple, 2019 ; Villegas, 2007). It is considered particularly important for disadvantaged schools and students because teachers in these schools need to have dispositions toward social justice that see all children as educable (Villegas, 2007) and understand the complex structural reasons for educational and social disadvantage so that they can avoid constructing disadvantaged children and their families through deficit models (Mills, 2009) . For Lingard et  \nal. (2014) the ascendancy of data and measurement opens an important question of how we might use this context to re-invigorate a social justice project in education.  \nSome ITE providers have tried to maintain these stronger approaches to social justice, by offering programs such as the National Exceptional Teaching for Disadvantaged Schools Program (NETDS) (Burnett & Lampert, 2018; Longaretti & Toe, 2017) . Understanding PSTs’motivations and beliefs about disadvantaged schools and teaching when they commence such a program is important, so that it might be designed to best support the development of strong social justice dispositions (Lampert & Browne, 2022; Villegas, 2007). Knowing more about how the current education policy environment may be shaping PSTs’beliefs is critical, and highly pertinent for PSTs aspiring to work in d","cbCaiuFica7riBfS","https://ap.wps.com/l/cbCaiuFica7riBfS","pdf",259524,15,"English","# Introduction and Background\n## Policy and the Rearticulation of Social Justice as Equity\n## Implications for Initial Teacher Education (ITE)\n## Purpose of the Study and Research Questions","[{\"question\":\"What does the paper argue about neoliberal education reforms and social justice?\",\"answer\":\"It argues that neoliberal reforms reframe social justice as “equity” through standards, evidence, and accountability, diverting attention from the moral and political dispositions needed for socially just teaching.\"},{\"question\":\"How does the study investigate the beliefs of pre-service teachers?\",\"answer\":\"The study uses a survey administered to 24 pre-service teachers across two cohorts upon entry to the Access Quality Teaching program.\"},{\"question\":\"What is the Access Quality Teaching (AQT) program designed to do?\",\"answer\":\"AQT aims to prepare high-performing pre-service teachers to work in schools where they are most needed, emphasizing study of the curriculum through the lens of educational disadvantage.\"}]","Australian Pre-Service Teachers’ Beliefs About Educational Disadvantage and Socially Just Teaching: Beyond a Neoliberal Imaginary? | PDF",1792078837,38]